Little Honey Pots Day Nursery

Little Honey Pots Day Nursery
Unique reference number (URN): 2828930
Address: Melton Road, Hickling Pastures, Melton Mowbray, LE14 3QG
Type: Childcare on non-domestic premises
Registered with Ofsted: 04/03/2025
Registers: EYR
Registered person: Happy Hive Day Nurseries Ltd
Inspection report: 13 July 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.

Expected standard
Achievement Expected standard
All children, including those who face barriers to learning, make steady progress across all
areas of the curriculum from their starting points. They are prepared for their next stage of
learning. Children particularly develop well physically. For example, they confidently use
outdoor equipment as they climb, balance and ride bicycles.
Children begin to apply early mathematical understanding, such as counting objects. Babies
show curiosity and perseverance as they investigate how objects fit through the openings,
developing their early problem-solving skills.
Children learn how to sit and listen during group sessions and display positive behaviour.
They enthusiastically join in with familiar words, actions and repeated phrases as they sing
songs. This strengthens their listening and attention skills and encourages them to express
themselves with confidence. Children play collaboratively with each other and take turns
using equipment.
Generally, children are developing their independence, such as washing their hands before
meals. However, children do not complete all tasks themselves as staff sometimes do them.
Consequently, children do not consistently develop a secure sense of responsibility or
independence.
Behaviour, attitudes and establishing routines Expected standard
Leaders provide a welcoming environment. Staff build warm and nurturing relationships with
children. They provide children with reassurance and comfort when needed. Children
develop secure relationships with staff and each other. This contributes to a culture of care,
kindness and respect across the nursery.
Staff use group times to reinforce expectations and remind children of the nursery's rules.
They consistently praise positive behaviour and recognise children's achievements and
positive attitudes to learning. For example, when children are toilet training, staff use praise
and reward stickers to celebrate their success and encourage their efforts. This helps
children to develop confidence, self-esteem and a positive attitude towards achieving new
skills.
Staff provide children with regular and familiar routines that help them to feel secure and
understand what is expected of them. Children demonstrate increasing independence in
managing some aspects of their self-care, such as washing their hands. However, staff
occasionally complete tasks for children that they are capable of doing for themselves. As a
result, opportunities for children to further develop their independence, resilience and sense
of responsibility are not yet consistently embedded.
Leaders fully recognise the importance of children attending regularly and arriving on time.
They work closely with parents and carers, who understand the procedures for reporting

absences. Leaders monitor children's attendance effectively. They act promptly to follow up
any concerns regarding unauthorised absences.
Children's welfare and wellbeing Expected standard
Staff prioritise children's care needs from their first settling-in session. This includes making
sure they feel safe and secure within the calm and welcoming environment. Staff skilfully
support children as they transition into the nursery, getting the right balance of comfort and
play to help them engage well. Children adore staff and their key persons, and have secure
bonds with them. Staff respect children's choices when they demonstrate a clear preference,
such as when they are ready for a nap.
Children generally develop their understanding of positive hygiene practices with support
from staff. For example, they regularly wash their hands before eating and after using the
toilet. Staff also encourage children to cover their mouths when they cough, helping them
develop an understanding of how to reduce the spread of germs and keep themselves and
others healthy. Although staff meet children's care needs effectively, they do not consistently
promote children's understanding of healthy lifestyles. For example, staff do not consistently
use opportunities effectively during mealtimes, snack times and daily routines to discuss
healthy eating and physical activity.
Leaders and staff have created a sensory room to support children's wellbeing. They use
this space to provide a calm environment where children can regulate their emotions. Staff
also help children learn to recognise and express their feelings through sensitive
interactions and by sharing stories that explore different emotions.
Curriculum and teaching Expected standard
Leaders have designed a clear curriculum based on what they want children to learn as they
progress through the nursery. Staff use regular observations and assessments to identify
children's individual next steps in learning. They plan a range of activities that build on
children's existing skills and support their ongoing development.
Staff support babies during sensory play with materials, such as play dough, crushed cereal
and shredded paper. They describe what babies are experiencing and encourage them to
grasp, squeeze and manipulate the materials. This promotes babies' communication and
language, physical development and curiosity about the world around them. Staff engage
older children in regular story times to support their learning further. These planned
experiences help to develop children's vocabulary and extend their knowledge and
understanding of the world. For example, as staff read stories about animals, children learn
about those that are active during the day and those that come out at night. Staff weave
mathematical language into their interactions with children, helping them to develop their
early mathematical understanding.
Staff generally provide children with appropriate support during activities. However, this
practice is not yet fully consistent. Staff do not consistently recognise when some children
are no longer fully engaged or adapt their interactions to re-engage them in learning.

Consequently, some children receive less-purposeful adult support, meaning that they do
not extend their learning at these times.
Inclusion Expected standard
Staff spend time getting to know children and their families from the outset. They gather
detailed information from parents and carers, which helps them to gain a clear
understanding of children's individual needs, interests and starting points. Staff use this
information effectively to help children settle quickly and feel secure within the nursery.
Staff regularly observe children during their play. They complete ongoing assessments of
their learning and development. Staff use this information to identify where children require
additional support. Leaders generally work closely with staff to plan individual next steps and
targeted support to help children make progress and close any gaps in their development.
Staff understand the importance of working in partnership with parents and other
professionals involved in children's care and education. They share relevant information
appropriately. This collaborative approach helps to reduce barriers to children's learning and
supports them to make progress.
Children see themselves reflected in the nursery. For example, they have the opportunity to
take home a teddy called Albie for the weekend. When they return to the nursery, they share
their experiences with their peers, talking about what they have done with their families. This
helps children to develop an understanding of similarities and differences, while recognising
and celebrating what makes each child unique.
Leadership and governance Expected standard
Leaders demonstrate a genuine commitment to continuous improvement. They have a clear
understanding of the nursery's strengths and identify priorities that help to improve
outcomes for all children. Leaders work in close partnership with a neighbouring farm to
further enrich the curriculum. This provides children with meaningful first-hand experiences
of the natural environment, including growing fruit and vegetables, caring for animals and
learning about sustainability. These opportunities help to broaden children's understanding
of the world and encourage curiosity and respect for the environment.
Leaders promote a positive and supportive working culture, placing an emphasis on staff's
wellbeing. They provide regular opportunities for staff to discuss their workload, operate an
open-door policy and encourage and team collaboration. As a result, staff feel well
supported, valued and motivated in their roles. Leaders generally support staff professional
development and identify they are areas for improvement.
Leaders have excellent partnerships with families and the local community. They regularly
organise stay-and-play sessions, providing opportunities for parents to become actively
involved in their children's learning. Leaders also invite families to attend events, such as the
annual summer fair, where they work together to raise money for charity. These

opportunities strengthen relationships between the nursery, families and the wider
community while promoting children's sense of belonging.
What it's like to be a child at this setting
Children attend regularly and arrive at the nursery confidently and ready to learn. The
leadership team and staff welcome families with genuine warmth. Children settle into the
calm and nurturing environment. Babies show that they feel comfortable and secure by
settling with familiar adults to share stories. Staff regularly share stories with children to
develop their communication and literacy skills. Children enjoy joining in, such as by making
the noises of the animals in the pictures. Children have regular visits from the local library
bus, where they can choose books to take home and share with their families.
Children form positive relationships with their peers from a young age. Babies sit together as
they post objects through holes. They concentrate well, showing curiosity and perseverance
as they explore how the objects fit and refine their movements through repeated practice.
Older children enjoy each other's company as they share glue pots for their creative artwork.
Children thoroughly enjoy outdoor play. They develop their balance and coordination as they
confidently climb the steps to the slide. Children squeal with excitement as they come down
the slide and eagerly climb the steps for another go. They learn to take turns and wait for
their friends to finish using the slide before coming down, to help keep everyone safe.
Children navigate space successfully as they use pedal bicycles in the garden. Generally,
children make progress in their learning. They develop the skills they need to prepare them
for their next stage of development.
Children benefit from regular visits to the local farm, where they take part in meaningful first-
hand experiences. They learn about caring for animals, where food comes from and the
changing seasons. These experiences broaden children's understanding of the world.
Next steps
Leaders should strengthen support for staff so that high-quality teaching and purposeful
interactions are delivered consistently across the nursery.
Leaders should establish and embed consistent expectations across the nursery to
ensure that staff provide children with regular opportunities to develop their

Inspector:
Kate Francis
About this setting
Unique reference number (URN): 2828930
Address:
Melton Road
Hickling Pastures
Melton Mowbray
LE14 3QG
Type: Childcare on non-domestic premises
Registration date: 04/03/2025
Registered person: Happy Hive Day Nurseries Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Nottinghamshire County Council
Facts and figures used on inspection
independence.
Leaders should support staff to consistently promote children's understanding of healthy
lifestyles through everyday routines and learning experiences.
About this inspection
The inspector spoke with leaders, staff, children and 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.

This data was available to the inspector at the time of the inspection.
This data is from 13 July 2026
Children numbers
Age range of children at the time of inspection
1 to 3
Total number of places
30
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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