Little Saplings Day Nursery

Little Saplings Day Nursery
Unique reference number (URN): 2806760
Address: Unit 16 A & B, Shap Road Industrial Estate, Kendal, Cumbria, LA9 6NZ
Type: Childcare on non-domestic premises
Registered with Ofsted: 27/08/2024
Registers: EYR
Registered person: Gillwood Group LTD
Inspection report: 22 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 ensure children consistently experience inclusivity where equality of opportunity
underpins all practice. This inclusive culture is understood by all staff. Leaders and staff
carefully consider children's uniqueness and make systematic adaptations to their
curriculum to best support each child. They promptly identify children's individual needs
through clear assessment processes. Plans are continually under review with parents, so
they remain highly focused. Leaders' knowledge and understanding of how best to use
external professional support are evident. This builds trust, shared understanding and
support which is significantly praised by parents.
Leaders implement interventions to ensure that barriers to learning are effectively addressed
for children with special educational needs and/or disabilities (SEND) and those known, or
previously known, to social care. Early years pupil premium funding is used strategically to
address identified barriers and enhance children's experiences.
Regular professional development and reflective practice ensure the leaders apply
strategies consistently and impactfully. For example, each room has a member of staff
responsible for supporting children with SEND. Additionally, staff introduce Makaton into
daily practice to support children with barriers to learning to communicate effectively.
Enhancements to provision link to children's interests, which sees those who face barriers to
learning engage with high levels of focus. Staff adapt activities to individualised next steps,
so children are successful. They share this information proactively both in the setting and
schools to design well-informed, individualised transition plans. This ensures that every child
moves confidently and smoothly into their next stage of education.
Achievement Expected standard
Children make steady progress and achieve well across all areas of learning. From the
earliest stages, children benefit from a focus on personal, social and emotional
development. This is reflected in well-established routines supporting early independence.
All children, including those with special educational needs and/or disabilities (SEND) and
those known, or previously known, to social care, show clear focus and positive attitudes to
learning. They are polite and treat one another with respect and kindness. Children build
strong relationships with peers, playing collaboratively. For example, they work together and
share play dough and cutters. Children learn to share and take turns to build excellent
emotional resilience and empathy with careful guidance from staff who have consistently
high expectations.
Children benefit from accessing learning that builds on what they already know and can do.
For example, children explore posting activities with lollipop sticks, early mark making and

numbers within the provision. Children with SEND access specialist teaching, such as one-
to-one interactions while they explore sensory activities and staff model early language. This
has a positive impact on children's development.
Behaviour, attitudes and establishing routines Expected standard
Leaders have embedded a positive environment where children thrive and achieve. Children
are excited to attend, and leaders are proactive and quick to identify non-attendance. They
act swiftly in collaboration with parents to support them as needed. This proactive approach
supports families and children, including those with special educational needs and/or
disabilities and those known, or previously known, to social care, to establish a solid
foundation for regular attendance as children move on to school.
Positive and nurturing relationships ensure children typically follow routines that are rooted
in high expectations. Staff are positive role models and, as a result, children behave well
and have a clear sense of belonging. For instance, they warmly include new adults in their
play and talk to them about their 'farm shop' home corner. Children have positive attitudes to
learning and, with the ongoing support of staff, they are beginning to show promising levels
of perseverance. Staff understand and consider each child's uniqueness and make
reasonable adaptations to maintain high expectations of behaviour that reflect the children's
ages and stages of development. Any disputes are promptly dealt with. The clear
boundaries set by staff offer a fair and nurturing response, which children are responsive to.
Children are independent in their sleep routines, which is fostered by secure relationships
and careful monitoring by staff. For example, children lay on their beds, listen to music and
happily settle down to sleep.
Children's welfare and wellbeing Expected standard
Leaders and staff have a precise knowledge and understanding of the children. They build
trusting relationships and regularly ask children how they are feeling. For example, children
who are upset are promptly given the support and care they need to recognise and manage
their emotions. Staff encourage children's independence skills. For example, younger
children are beginning to put their own shoes on, and older children cut their own fruit at
snack time. While children are eating, staff closely supervise. Children take part in regular
learning opportunities that teach them how to look after their bodies. For example, they
wash their hands before eating. This creates a solid foundation of adopting healthy habits.
Staff vigilantly ensure that children's dietary requirements are closely followed while typically
ensuring a balanced diet. A place-mat system is used effectively on tables, which supports
newer staff to learn systems quickly and effectively.
Individualised consideration is given to settling children. Leaders make every effort to give
them a calm and positive early experience. For example, if children become upset, staff offer
caring support until they feel more settled. Parents express full confidence in staff's care,
noting that staff understand their child's routines, preferences and needs. Leaders and staff
ensure that each child, including those with special educational needs and/or disabilities and

those known, or previously known, to social care, feels safe, valued and supported,
reinforcing children's sense of belonging.
Curriculum and teaching Expected standard
Leaders design a broad and balanced curriculum that is responsive to children's interests.
Staff use accurate assessments of what each child already knows and can do to support
learning effectively. They create next steps that are shared with parents, and this ensures
that children, including those with special educational needs and/or disabilities (SEND) and
those known or previously known to social care, make progress.
Leaders quickly identify gaps in learning, using assessment to adapt teaching to individual
needs. This supports staff's knowledge of children, allowing them to plan purposefully from a
clear understanding of what children already know and can do. Teaching is effective and
staff engage well with children. Staff working with babies focus on ensuring trusting
relationships to ensure that babies feel safe and secure in their care. There is a sharp focus
on supporting transitions through the setting and on to school. Staff reflect their dedication to
supporting all children's readiness, for example by sharing different school uniforms in group
times.
Staff position themselves well to enable support for all children and engage them in play.
They join in play, asking thought-provoking questions to support knowledge and
understanding. For example, when asked what might happen next, children stop, think and
consider, replying with 'Maybe it will get even bigger!'. Staff have a sound knowledge of
children's development, particularly those with SEND. They work closely with these children
to overcome barriers and ensure children make progress. For instance, they provide social
opportunities, teaching children how to take turns and play in a small group when potting
plants.
Leadership and governance Expected standard
Leaders cultivate collaboration among staff, parents and external professionals through
supervision processes. They hold the children's best interests at the heart of all they do and
strive to offer them opportunities to support their individual learning needs. Leaders have a
clear approach to supporting children with barriers to learning. For example, children with
special educational needs and/or disabilities and those who are known, or previously known,
to social care gain swift support from external agencies. Interventions are promptly in place,
and funding is used to close gaps effectively. Parents are kept well informed and are well
supported by leaders to continue their children's successful learning and development.
Parents share their gratitude for the ongoing support leaders provide. This further secures
partnerships that enable children to achieve and thrive.
Staff report feeling supported through an open-door culture, regular check-ins and tailored
training opportunities. For example, staff choose professional development to further
support children's changing needs. This develops staff confidence and competence,
ensuring children receive safe, attentive and knowledgeable care.
Leaders are reflective. They evaluate the setting's practices and implement initiatives that
drive improvement through ongoing development, for example through redesigning the

outdoor learning environment. Leaders have a clear action plan forecasting the goals for the
coming years and are ambitious in their aspirations. This impactful approach reflects the
dedication to care, teaching and support for all children, their families and staff.
Leaders make positive links within the local area. They reach out to local schools to support
transitions for children who are reaching the end of their journey with them to ensure they
have the best possible start to school. Leaders show a willingness to secure excellent
outcomes for children in their care.
What it's like to be a child at this setting
Children are safe and well cared for. They thrive in a nurturing environment where they feel
valued and supported. Children build secure relationships with staff, and each child's
success and wellbeing are at the forefront of the staff's intentions. As a result, children
demonstrate a clear sense of belonging and are confident young learners. Children are
valued as individuals, and their interests are celebrated through carefully crafted activities
that spark early curiosity.
Children behave well and demonstrate kindness and respect towards others. The
environment is calm, purposeful and inclusive and allows all children to participate. Children,
including those who face barriers to their learning, make progress in speaking, with some
using sentences with great expression and understanding. Children enjoy rich, engaging
learning experiences that build on what they know and can do.
Children arrive happy and welcome peers into their play and learning. Children form trusting
relationships with staff, approaching them for support and sharing learning. For example,
older children outside say, 'Wow, look, they've got front legs too' when pointing to the
tadpoles in the garden with staff. Children benefit from activities which are purposeful, have
clear intent and offer experiences that create real excitement. For example, the youngest
children make excited sounds as they sit down ready for a song sack. Babies babble and
speak to one another while laying in the den and looking at books, and the older children
throw beanbags at targets while learning numbers. Children enjoy communicating together
when engaged in their explorations. For example, while looking at a woodlouse on a log in
the barked area, they say, 'Oh no, he's gone' and 'Yes, I've seen a woodlouse at my home'.
Children access activities that enhance opportunities to meet their specific needs. For
example, enhancements of children's interests are carefully incorporated into the provision,

Inspector:
Nic Henson
About this setting
Unique reference number (URN): 2806760
Address:
Unit 16 A & B
Shap Road Industrial Estate
Kendal
Cumbria
LA9 6NZ
Type: Childcare on non-domestic premises
Registration date: 27/08/2024
Registered person: Gillwood Group LTD
Register(s): EYR
such as the use of binoculars and magnifying glasses to look at wildlife. Additional
opportunities support children to develop new skills, such as learning to ride a bike.
Next steps
Leaders should enrich daily routines to allow children to have opportunities to excel in
their independence.
Leaders should further strengthen opportunities for supporting children to consistently
extend vocabulary and language in every interaction.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs and
disabilities coordinator, children and parents 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 : 07:45 - 17:30
Local authority: Westmorland and Furness
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 22 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
63
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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