URN EY467571 · Inspected 2026-06-09 · Published 2026-07-27 · Inspector: Briani Morris
Little Owls Unique reference number (URN): EY467571 Address: PARK COMMUNITY CENTRE, Avenue Vivian, Scunthorpe, DN15 8LG Type: Childcare on non-domestic premises Registered with Ofsted: 23/07/2013 Registers: EYR, CCR Registered person: Sharon-Anne Holtby & Kaye Clapson Partnership Inspection report: 9 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 Inclusion Strong standard Leaders have established a highly inclusive culture where children and families receive tailored support that helps them to overcome barriers to learning and wellbeing. Staff identify children's needs quickly through observations, assessment and close partnership working with families. They seek advice from external professionals when needed and act promptly to ensure that children receive appropriate support and intervention. Leaders and staff work very closely with parents, schools and other professionals to shape children's support and experiences. Children with special educational needs and/or disabilities receive highly individualised support that enables them to access the curriculum and participate fully in nursery life. Staff adapt resources, routines and environments successfully to meet children's differing needs. The dedicated support room provides a calm space for children who benefit from additional support with communication, emotional regulation and sensory needs. Leaders and staff are relentless in their efforts to reduce barriers that children and families face. They use additional funding thoughtfully to provide experiences, resources and practical support that help disadvantaged children access the same opportunities as their peers. Leaders respond flexibly to children's individual circumstances and work closely with families to ensure that children can participate fully in nursery life and benefit from the opportunities available to them. As a result, children, including those with special educational needs and/or disabilities, those known to children's social care and those facing other barriers to learning and wellbeing, are included, valued and supported to achieve the best possible outcomes. Achievement Expected standard Children develop knowledge and skills across the areas of learning. They make progress in their communication and language development through stories, conversations, signing and visual supports. Older children confidently contribute during group activities, recognise numbers and share their ideas with others. Children develop an understanding of the world around them through experiences that encourage them to explore nature, animals and their local community. Children, including those with special educational needs and/or disabilities and other potential barriers to learning, make progress from their individual starting points. Children gain confidence, engage increasingly in learning experiences and develop positive relationships with their peers. Children generally develop the knowledge, skills and confidence needed for their future learning. They become increasingly independent, learn to work alongside their peers and are supported to prepare for their next stage of learning, including school. Behaviour, attitudes and establishing routines Expected standard Leaders have established a positive environment where children understand routines and expectations. Staff support children to develop positive relationships with their peers and adults through consistent boundaries, clear communication and visual prompts. Leaders work closely with families to support attendance and ensure that children benefit from regular participation in nursery life. Children generally demonstrate positive attitudes towards learning. They engage well in activities, focus during group times and confidently contribute their ideas and suggestions. Children listen to others, take turns and share resources appropriately. They are sociable and enjoy playing and learning alongside their peers. Staff take account of children's individual needs and stages of development when supporting their behaviour and engagement. Children who require additional support receive tailored strategies that help them to participate in routines and activities alongside their peers. As a result, children develop increasing confidence, independence and positive relationships with others. Children's welfare and wellbeing Expected standard Leaders prioritise children's welfare and wellbeing. Staff know children and their families well and use this knowledge to provide care and support that meets children's individual needs. Leaders have effective procedures in place to promote children's safety and wellbeing. They regularly review accidents and incidents to identify patterns and make changes where needed. Children form secure relationships with their key persons and other familiar adults. Staff respond sensitively to children's emotional needs and provide reassurance and support when required. Children are supported to recognise and manage their emotions and develop a sense of belonging within the nursery. Care routines and support are adapted where necessary to meet children's individual needs and circumstances. Practitioners work closely with families and other professionals to ensure that children's changing circumstances and individual needs are understood and supported effectively. Children are encouraged to develop healthy lifestyles through physical activity, outdoor play and opportunities to learn about healthy eating. Staff support children to develop confidence, independence and an understanding of how to keep themselves safe. Opportunities for children to take increasing responsibility for their own self-care are not always fully promoted. Nevertheless, children feel secure, are well cared for and benefit from a nurturing environment that supports their wellbeing. Curriculum and teaching Expected standard Leaders have developed a curriculum that reflects the needs of the children and families who attend the nursery. They have carefully considered the local context when designing experiences and opportunities for children. For example, children learn about healthy lifestyles, physical activity and oral health, and benefit from experiences that help broaden their understanding of the world around them. The curriculum typically supports children to develop the knowledge, skills and behaviours they need for their future learning. Communication and language are prioritised throughout the nursery. Practitioners use stories, signing, visual prompts and conversations to support children's communication skills and introduce new vocabulary. Children develop early mathematical knowledge through songs, activities and everyday experiences. Staff use assessment appropriately to identify what children know and can do and adapt teaching to meet children's differing needs and stages of development. Leaders have an accurate understanding of the quality of teaching and have identified the need to further embed the recently introduced curriculum. While teaching is typically effective, staff are not yet consistently confident in articulating the intended learning. As a result, the curriculum is not yet fully embedded across the setting. While teaching is generally effective, high-quality teaching is not yet consistent across the setting, and as a result, some opportunities to extend on children's learning are missed. Leadership and governance Expected standard Leaders have an accurate understanding of the nursery's strengths and areas for development. They regularly review practice through observations, supervision and ongoing monitoring. They use this information to identify priorities that support children's learning, development and wellbeing. Leaders have developed a curriculum that reflects the needs of the children and families who attend the nursery and recognise the importance of continuing to embed this consistently across the staff team. Leaders make decisions that are in the best interests of children and families, particularly those who face barriers to learning and wellbeing. They use additional funding purposefully to provide resources, experiences and practical support that help children access the same opportunities as their peers. Leaders work closely with parents, schools and other professionals to support children's learning, development and wellbeing. Staff wellbeing and professional development are prioritised. Leaders provide regular supervision, peer observations and access to a range of training opportunities. Staff are supported to develop their knowledge and skills through ongoing professional learning and guidance. This includes training to strengthen their understanding of children's additional needs, behaviour and communication. As a result, staff feel valued and supported in their roles. Leaders recognise the importance of continuing to strengthen staff confidence in implementing the curriculum consistently across the nursery. 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 engaged in this welcoming nursery. They confidently access the activities and resources available to them and enjoy learning alongside their friends. Staff know children well and form positive relationships with them. Children confidently seek support and reassurance from familiar adults and demonstrate that they feel safe and secure. Children enjoy a range of experiences that reflect their interests and help them learn about the world around them. They explore sensory resources, make their own lemonade, care for plants and animals and learn about life cycles as they observe caterpillars, frogs and sea monkeys. Children enjoy visits from firefighters, police officers and other community groups, helping them to develop their understanding of the wider world. Children develop their communication and language skills through stories, songs and conversations. Staff use signing, visual prompts and repetition to support children's understanding and communication. Older children confidently share their ideas during group activities, recognise numbers and eagerly answer questions. Children develop increasing independence as they serve their peers, make choices in their play and follow the routines of the nursery. Children play and learn in an inclusive environment where their individual needs are understood and supported. Families are valued as partners in children's learning and staff work closely with parents and other professionals to help reduce barriers to children's learning and wellbeing. As a result, children, including those with special educational needs Inspector: Briani Morris About this setting Unique reference number (URN): EY467571 Address: PARK COMMUNITY CENTRE Avenue Vivian Scunthorpe DN15 8LG Type: Childcare on non-domestic premises Registration date: 23/07/2013 Registered person: Sharon-Anne Holtby & Kaye Clapson Partnership Register(s): EYR, CCR and/or disabilities, those who speak English as an additional language and those who face other challenges, are supported to participate fully in nursery life and benefit from the opportunities available to them. Next steps Leaders should continue to embed the setting's curriculum to strengthen staff knowledge and confidence in this area. Leaders should continue to develop staff practice to ensure that teaching methods are of a consistently high quality. About this inspection The inspector spoke with leaders, parents, staff 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00 Local authority: North Lincolnshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 9 June 2026 Children numbers Age range of children at the time of inspection 2 to 4 Total number of places 24 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. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk. 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