Little Nest Childcare

Little Nest Childcare
Unique reference number (URN): 2797509
Address: Burridge Village Hall, Botley Road, Burridge, SOUTHAMPTON, SO31 1BS
Type: Childcare on non-domestic premises
Registered with Ofsted: 06/08/2024
Registers: EYR, CCR
Registered person: Little Nest Childcare LTD
Inspection report: 11 June 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
Expected standard
Behaviour, attitudes and establishing routines Strong standard
Leaders and staff have established an excellent culture of positive behaviour and respectful
relationships. Well-embedded and consistent routines help children understand expectations
of the setting. Staff are excellent role models. They treat children and one another with
respect and consistently reinforce clear rules and boundaries. As a result, children behave
extremely well and demonstrate highly positive attitudes towards learning.
Children develop strong social skills. Staff encourage them to share, take turns and work in
partnership with their peers. They actively support children to form friendships. For instance,
they encourage children with similar interests to play together and prompt children to invite
others into their play. Consequently, children build highly positive relationships and learn to
value the contributions of others.
Leaders and staff place a high priority on children's emotional wellbeing. Children are
supported to recognise and manage their feelings through activities such as stories about
emotions. Children, including those with special educational needs and/or disabilities,
benefit from sensory resources and quiet spaces that help them to regulate their emotions
and successfully engage in daily routines. Babies and younger children have consistent
opportunities to rest and sleep. This supports their emotional wellbeing and readiness to
learn.
Leaders promote the importance of attendance effectively and monitor this. They identify
patterns of non-attendance and work with families to support regular attendance. As a result,
children attend regularly and quickly settle into routines.
Achievement Expected standard
Children typically make progress from their starting points. Children's personal, social and
emotional development is well embedded. They demonstrate positive behaviour, supported
by staff who act as highly effective role models. They build warm, respectful relationships
and demonstrate increasing independence throughout the day. They confidently engage in
routines and activities.
Children develop physical skills effectively. Babies strengthen coordination and muscle
control through activities such as standing and exploring sensory resources. Older children
build fine muscle strength through activities such as dough manipulation. Children also
develop early problem-solving skills, for instance, while investigating how ice thaws.
Children develop secure early mathematical understanding. They count in sequence and
begin to understand concepts such as volume and capacity through practical activities, such
as filling containers with sand while adding and mixing ingredients during imaginative play.

Children with special educational needs and/or disabilities make appropriate progress. They
communicate their needs and respond to familiar routines. Overall, children, including those
in receipt of additional funding, are well prepared for the next stage of learning and the
transition to school.
Children's welfare and wellbeing Expected standard
Leaders place children's welfare and wellbeing at the heart of their practice. Children are
cared for in a safe and nurturing environment. Staff know them well and respond sensitively
to their individual requirements. They support children to develop an awareness of safety
and risk. For instance, older children are encouraged to help manage risks during everyday
routines, such as identifying and removing fruit peelings from the floor at snack time.
However, opportunities for children to develop these skills are not consistently embedded
across all age groups.
Leaders promote healthy lifestyles effectively. Children benefit from nutritious cooked meals
and healthy snacks. Staff encourage good hygiene practices through daily routines and
initiatives that promote oral health, such as toothbrushing activities. Additionally, children
enjoy experiences that support their physical wellbeing through activities that target
coordination, balance and muscle strength.
Children's emotional wellbeing is supported well. Staff help children to understand and
manage their feelings through therapeutic stories and sensitive interactions. Children with
special educational needs and/or disabilities benefit from tailored resources, such as
sensory tubes, which support self-regulation. Babies and young children receive attentive
care, such as constant supervision during sleep times. This helps them to feel secure and
settled.
Leaders work with families and schools to support children through transitions. Children
moving on to school have opportunities to meet teachers and visit their new environment.
This helps them to develop confidence for the next stage of learning.
Curriculum and teaching Expected standard
Leaders have designed a broad curriculum that supports children's learning across areas of
development. They focus appropriately on communication and language, particularly in the
baby room. Staff introduce new language during play, such as using descriptive words like
'crinkle' to help children understand sounds linked to vocabulary. However, opportunities for
the youngest children to progressively develop their understanding of how to manage risks
and keep themselves safe are not as well sequenced as in other areas of the curriculum.
For instance, at mealtimes, staff do not consistently build on children's understanding of the
safe use of utensils to help them develop their awareness of managing everyday risks. In
contrast, older children experience a more structured approach to learning, specifically in
understanding life cycles. For example, they observe caterpillars transforming and use
creative resources to represent butterflies.
Teaching is generally effective across the setting. Staff interact positively with children and
support their engagement in activities that promote physical development and early literacy

skills. In the baby room, staff support physical development appropriately. They encourage
self-feeding and the development of fine motor skills.
Children with special educational needs and/or disabilities are supported through inclusive
teaching approaches. Staff use visual aids and prompts effectively to support
communication and language development. This helps them to participate in activities and
express their needs.
Inclusion Expected standard
Leaders have developed an inclusive culture where children's individual needs are identified
and supported in a timely manner. They work closely with parents and other professionals to
identify needs and ensure that appropriate support is put in place. Leaders make timely
referrals to external agencies, such as speech and language therapy. They contribute
effectively to education, health and care plan processes, alongside families and other
professionals. Individual education plans are written and regularly reviewed to help ensure
that support remains relevant to children's changing needs.
Leaders use additional funding, including early years pupil premium and disability access
funding, appropriately to reduce barriers to learning, such as targeted one-to-one support,
private speech and language therapy, and sensory resources that support children's
engagement and participation.
Overall, leaders ensure that children who face barriers to learning receive appropriate
support. Children with special educational needs and/or disabilities are supported to access
the curriculum and take part in activities alongside their peers. Staff interact positively and
warmly with children with language delays. They are continuing to develop their use of
targeted strategies to further support children's communication and language development.
Leadership and governance Expected standard
Leaders are committed to providing an inclusive environment where children feel safe,
valued and supported to learn. They monitor the quality of provision through regular
observations, supervision and self-evaluation. They demonstrate an accurate understanding
of the setting's strengths and areas for development. They take appropriate action to secure
continuous improvement. For instance, leaders have reviewed arrangements for supporting
children as they move on to school.
Staff report that leaders are approachable and responsive to their needs. Regular
supervision, appraisals and professional discussions help staff to reflect on their practice
and identify areas for development. Leaders encourage staff to access training that reflects
their interests and to support children's needs. This includes training focused on supporting
younger children's development and enhancing provision for children with special
educational needs and/or disabilities. However, leaders have not ensured that all staff have
the knowledge required to support children to manage risks effectively across all areas of
the setting.
Leaders use additional funding appropriately to support children who face barriers to
learning. They work effectively with parents and other professionals. This helps to ensure

that children receive the support they need. Parents are actively involved in their children's
experiences through stay-and-play sessions, family events and regular communication
about children's progress. These positive partnerships contribute to continuity between
home and the setting.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children are happy and settled. They enjoy their time at this welcoming provision. They
develop secure relationships with staff, who know them well and respond attentively to their
needs. Children feel safe and secure. Staff work closely with families to promote regular
attendance and support children to settle quickly into daily routines. Babies and younger
children seek comfort from familiar adults and enjoy close interactions, such as sharing
stories and cuddles. Older children confidently communicate their needs. Children with
special educational needs and/or disabilities (SEND) are supported effectively to express
their wishes, such as using visual communication resources.
Children behave very well and demonstrate positive attitudes to learning. They quickly learn
and follow established routines, such as placing their belongings on their designated pegs
when they arrive. Children listen carefully to staff and respond appropriately during group
activities. Pre-school children are familiar with daily routines and participate confidently in
group times. Children play cooperatively with one another and form positive friendships.

Inspector:
Loretta Murphy
About this setting
Unique reference number (URN): 2797509
Address:
Burridge Village Hall, Botley Road
Burridge
Children enjoy a range of learning experiences that help them make progress from their
starting points. Older children take pride in drawing butterflies as they learn about life cycles.
Babies and younger children enjoy listening to stories and developing early communication
skills. Children learn important independence skills throughout the day. For instance, babies
and younger children are encouraged to feed themselves during mealtimes and develop the
physical skills needed for future learning. Children are prepared appropriately for their next
stages, such as transitioning between rooms within the setting.
Children benefit from an inclusive environment. Staff amend activities, which helps children
with SEND to participate alongside their peers. For instance, children who find large-group
activities challenging are supported to engage in experiences such as manipulating dough in
quieter spaces. This helps them remain involved in learning. Children and families are
warmly welcomed. Staff greet everyone warmly on arrival and encourage parents to
contribute to children's experiences, such as visiting the setting to talk to children about
different occupations.
Next steps
Leaders should strengthen staff training to support young children to manage risks safely
and develop their understanding of how to keep themselves safe.
About this inspection
The inspector spoke to leaders, practitioners, parents and children 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.

SOUTHAMPTON
SO31 1BS
Type: Childcare on non-domestic premises
Registration date: 06/08/2024
Registered person: Little Nest Childcare LTD
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Hampshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 11 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
33
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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