Little Adventurers Day Nursery Rising Sun

Little Adventurers Day Nursery Rising Sun
Unique reference number (URN): 2873357
Address: Rising sun, Bank top, Crawcrook, NE40 4EE
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/11/2025
Registers: EYR
Registered person: Little Adventurers Day Nursery Limited
Inspection report: 28 May 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
Safeguarding standards met
The safeguarding standards are met. This means that leaders and/or those responsible for
governance and oversight fulfil their specific responsibilities and have established an open
culture in which safeguarding is everyone's responsibility and concerns are actively
identified, acted upon and managed. As a result, children are made safer and feel safe.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
Met: The setting has an open and positive culture of safeguarding.
Not met: The setting has not created an open and positive culture of safeguarding. Not all
legal requirements are met.

Strong standard
Curriculum and teaching Strong standard
Leaders have produced a deliberately ambitious, rich and inclusive curriculum. Leaders are
consistently monitoring the curriculum and the quality of teaching and learning.
The curriculum is well sequenced throughout the nursery, and children learn vocabulary that
is relevant to their age and stage of development. Song and rhyme are embedded in daily
routines and repeated regularly so children are learning new words and sounds, as well as
actions in songs, to support understanding. As children progress through nursery,
practitioners repeat words back to them and add new words to extend vocabulary. Parents
comment on how children's language development has rapidly improved since starting to
attend. Core rhymes and storybooks are shared with parents to build on communication and
language.
Children learn new words and independence at mealtimes, as they are supported to eat and
socialise with each other in a calm environment. The curriculum for mealtimes is also well
sequenced. Younger children have a bowl and spoon. Older children progress to a knife and
fork and 'real' plates and glasses that they learn to care for. The nursery values mealtimes
as a learning opportunity and a time to come together. This is further supported by
deliberate activities set up for children to practise, such as pouring water in play and
scooping mud with spoons. This helps children to make consistent progress in their skills.
The youngest children are taught mathematics through simple counting songs. Older
children pick up 'heavy' stones and are exploring words such as 'full' and 'empty' in water
play. Practitioners expertly support children's counting skills during all play experiences
throughout the nursery.
Leaders ensure that interactions throughout the nursery are consistent. The newest of
practitioners show evidence of high-quality interactions in the moment as they count, roll a
metal ball and play pass with children. Learning is embedded as the interaction is repeated
with a rolling pin later that day. As a result, the youngest children are learning to
communicate and take turns.
Leaders have recently organised a training day to embed the curriculum and strengthen
practitioner knowledge through the use of external sources and guidance. Leaders have a
firm commitment to curriculum development, which means it is continually making a
difference to outcomes for children.
Inclusion Strong standard
Leaders continually and consistently make a positive difference to children with special
educational needs and/or disabilities (SEND) and other groups.
Baseline assessments and statutory checks ensure that children's progress is monitored
consistently. Children's needs are identified and acted upon promptly. This helps children to
make secure, sustained progress. Leaders work with outside agencies to rigorously

measure achievement and plan next steps for children, including what support can be given
at home. Outside agency strategies are evident in nursery. For example, when playing
races, practitioners wait for a response before saying 'go'. This helps children respond and
communicate when the game is repeated. Practitioners recognise when children may need
extra time to process information, or if they need support.
Leaders identify, assess and reduce barriers to learning. The nursery has identified a need
for communication and language improvement, and has sourced external agencies with the
use of additional funding. As a result, practitioners and parents have been supported
through informative webinars and other supportive approaches. This helps the progression
of communication and language for all children.
Practitioners are highly skilled at planning and adapting the environment to support the
needs of all children. Approaches from practitioners reflect the individual needs of the
children. As a result, children with SEND and other groups are continually supported and
make sustained and consistent progress.
Leadership and governance Strong standard
The nursery has a strategic leadership team that is committed to ongoing development.
Regular meetings involve management as well as room leaders. As a result, information is
cascaded down to practitioners effectively to support their practice.
Leaders have a robust recruitment procedure. New employees are supported by a highly
detailed induction and performance handbook. Regular observations and an embedded
culture of feedback support practitioner performance extremely well. Leaders and
practitioners continuously reflect on and plan for ongoing development. Newly employed
practitioners have developed their practice at a very fast pace. As a result, high-quality
teaching and learning is embedded throughout the nursery.
Leaders understand the setting's context. For example, they understand safeguarding
issues in the community and are proactively working with practitioners and families. Leaders
have supported vulnerable groups and have been able to measure a positive impact.
Leaders have planned open days for new parents, sharing knowledge around child
development, attachment, brain development and feeding. The nursery has introduced a
'Family Club' where families can be supported further. Some subjects include positive
interactions and next steps in language. This supports children's learning at home and
nursery very well.
Parents comment that positive communication systems are assuring to them. Parents feel
their children are well cared for. Staff enjoy working at the nursery and appear happy in the
positive environment that leaders create.

Expected standard
Achievement Expected standard
Babies cruise around low-level furniture ready for their next stage of physical development.
Young babies look to practitioners for support and reassurance when they are feeling
unsure. When they are supported, they are eager to pop bubbles with a spatula when sitting
with peers. Practitioners acknowledge each pop with 'Yay!', which positively encourages
children to repeat their actions.
Children fill containers, pour spiced, fragranced water and squeeze tea bags, further refining
their physical skills. Children excitedly ask about places on the globe while they play with
dough, smell and mix flower petals and explore colours. Practitioners support children as
they add new language and experiences to activities. As a result, all children, including
those with special educational needs and/or disabilities, are continuously achieving.
Behaviour, attitudes and establishing routines Expected standard
Leaders continuously monitor and assess the environment. This has strategically
contributed to the nursery's development. Practitioners role model and support behaviour
positively throughout the nursery. For example, practitioners sit with children at mealtimes,
and role model expected behaviours. As a result, children sit, socialise and eat together.
Practitioners sing 'we are walking down the stairs, we are going to wash our hands' when
transitioning, so children know what to expect.
Practitioners skilfully adapt play and distract children effectively to encourage expected
behaviour. Practitioners praise children for their efforts. This encourages children's positive
behaviour. Throughout the day, practitioners acknowledge if children are sad, so children are
beginning to acknowledge their emotions.
The nursery works with families to monitor attendance. It has seen a positive impact, and
attendance has improved to support children's learning and development.
Generally, children settle into the nursery well. However, routines are not yet consistently
embedded to fully support children's emotional wellbeing.
Children's welfare and wellbeing Expected standard
Activities are purposeful and deliberate. For example, practitioners and young children
purposefully come together for small-group times and build relationships with each other.
This supports young children's wellbeing effectively.
Children access outdoors regularly. They have ongoing access to drinking water indoors and
outdoors, keeping them refreshed and hydrated. Mealtimes are an opportunity to talk about
healthy food options, serve themselves and socialise with peers in a positive, calm
environment. Practitioners follow safer eating practices and prepare food that is healthy and
suitably prepared. They sit with children to eat, modelling positive behaviours.

Children are encouraged to rest or are offered a quiet space if they need it. Safe sleeping
practices are followed, and regular checks are made.
Leaders are consistently reviewing the nursery through observations and meetings, where
children's wellbeing is prioritised. The management team have identified target areas,
improving outcomes for children. For example, because there have been some safety
issues when playing around open water in the community, the nursery is implementing a
swimming curriculum.
Practitioners form warm and caring relationships with children to support their emotional
wellbeing. However, processes to support children when they transition to other areas of the
nursery are not yet fully successful in developing children's confidence and self-assurance.
What it's like to be a child at this setting
The nursery is continuously building upon children's positive day-to-day experiences,
including those with special educational needs and/or disabilities (SEND). Children and
families are welcomed into the nursery on arrival. Information is shared upon handover.
Children have good relationships with staff. Children approach practitioners for cuddles and
reassurance, which helps them to feel safe.
Young children sit with practitioners singing 'hello' and welcoming each other. This builds a
secure sense of belonging. Children play together, take turns and share as staff role-model
play experiences. Children sit together socially. Children eat healthy, nutritious food. Young
children are supported to take turns and self-serve their own healthy options and pour their
drinks. As a result, children are becoming increasingly independent and confident in their
self-help skills and are continuously developing positive social skills.
Children learn alongside each other and show engagement while practitioners challenge
and extend their learning and development. Babies clap and repeat play when they are
acknowledged by enthusiastic practitioners. Toddlers happily copy actions and key words
while practitioners model core rhymes. Pre-school children explore the colours and smells of
flower petals and are encouraged to mix them together while practitioners extend their
vocabulary and language. Practitioners know children's starting points. Children's
progression is supported by a deliberately ambitious, rich and inclusive curriculum.
Children's individuality is valued as practitioners skilfully adapt the curriculum. This has
made a significant difference to children with SEND and other groups.

Inspector:
Naomi Harling
About this setting
Unique reference number (URN): 2873357
Address:
Rising sun
Bank top
Crawcrook
NE40 4EE
Type: Childcare on non-domestic premises
Registration date: 20/11/2025
Registered person: Little Adventurers Day Nursery Limited
Register(s): EYR
Families are involved in developing the provision through a parent committee,
questionnaires and audits, which are displayed to encourage feedback. Attendance is
promoted and a positive impact on attendance has been seen.
Next steps
Leaders should embed well-structured routines for younger children to foster a solid
foundation for emotional wellbeing.
Leaders should continue to develop practice so children are well prepared for effective
transitions to their next stage.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
assistants, parents and carers during the inspection.
We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the
quality and standards of provision that is registered on the Early Years Register. The
registered person must ensure that this provision complies with the statutory framework for
children's learning, development and care, known as the early years foundation stage.

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 07:30 - 18:00
Local authority: Gateshead
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 28 May 2026
Children numbers
Age range of children at the time of inspection
0 to 3
Total number of places
45
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
Expected standard
The setting is fulfilling the expected standard of education and/or care. This means they are
following the standard set out in statutory and non ‑ statutory legislation and the professional
standards expected of them.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
services providing education and skills for children and learners of all ages, and inspects
and regulates services that care for children and young people.
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