Little Leaders Kesgrave

Little Leaders Kesgrave
Unique reference number (URN): 2826814
Address: Twelve Acre Approach, Kesgrave, IPSWICH, IP5 1JF
Type: Childcare on non-domestic premises
Registered with Ofsted: 18/02/2025
Registers: EYR
Registered person: Acorns 4 Kids Ltd
Inspection report: 19 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
Behaviour, attitudes and establishing routines Strong standard
Staff build highly trusting bonds with their key children, helping them to feel relaxed and at
ease. For example, babies are instantly comforted by a cuddle with their key person when
they wake from a sleep. Daily routines are precisely organised to ensure that children are
always engaged in play and focused on learning. For example, staff enthusiastically sing
songs with babies to ensure that they remain purposefully engaged while tables are being
set up for lunch. On the rare occasion that children become frustrated, staff respond
sensitively, explain boundaries skilfully and show children that their feelings are important.
This helps children develop impressive levels of self-regulation and encourages them to
consider the most positive and inclusive resolution for everyone. For example, children
independently decide it is best to take turns with the litter grabber, so they all get to have a
go.
Leaders are vigilant in following up if children do not attend as expected. They do all they
can to offer flexibility and allocate additional funding to help parents and carers prioritise
their children's attendance. In turn, this helps children to feel extremely positive about their
time at nursery and to build important habits to support their future education.
Children's welfare and wellbeing Strong standard
Staff place children's wellbeing at the centre of the provision. They create a warm, nurturing
environment where children thrive emotionally. Staff focus on building highly secure, trusting
relationships with their key children and their families. This helps them get to know children's
emotional and physical needs extremely well. For example, they quickly recognise the
subtle changes in behaviour that indicate babies and children are feeling hungry or tired.
Staff are highly attentive and act quickly to reassure children with a cuddle and meet their
individual care needs.
Staff work closely with parents and carers to plan and provide highly individualised care
routines for the youngest children. Leaders are mindful about following the latest guidance
for safe sleeping, making it a priority for babies and toddlers to be constantly supervised
while they sleep. All staff have a robust knowledge of children's individual dietary
requirements, including allergies and intolerances, and diligently follow stringent procedures
for preparing and serving meals. This helps to ensure that all children always feel safe and
fully included during the social mealtimes.
Staff place a keen emphasis on promoting healthy lifestyles throughout the nursery. They
make the most of opportunities to remind children about the benefits of exercise and healthy
eating. For example, during warmer weather, staff talk to children about the strength of the
sun's rays. Together, they make an informed choice and decide it is safer to exercise
outdoors in the morning before the sun gets stronger.

Expected standard
Achievement Expected standard
Typically, children enjoy discovering and experimenting in the well-planned learning
environment. They explore the different textures and scents of the fresh herbs and tea bags
provided in the water tray. Older children apply their understanding of simple mathematical
concepts. For example, they estimate that they need 3 more scoops of water to fill a bottle,
before confidently testing this out for themselves. Babies show a keen interest in accessing
books and quickly learn how to turn the pages and recognise familiar characters. This helps
them to build a secure foundation for developing a love of reading in the future.
Children explore aspects of the natural environment during walks in the local area. They
know how to cross the roads safely and take pride in caring for their local environment. For
example, they do regular checks for litter and use a grabber tool to collect and dispose of it
hygienically. These opportunities are particularly beneficial for children who have limited
access to the outdoors at home and help prepare them well for their future independence.
Generally, children are supported to develop the skills they need in readiness for school,
including those who face barriers to their learning.
Curriculum and teaching Expected standard
Leaders have recently revised the curriculum and continue to support staff to embed this.
Staff typically follow children's interests and support their ideas. This helps children to
sustain their concentration and build their confidence. Staff generally have a secure
understanding of each child's current level of development and know what they want
children to learn next. However, at times, the delivery of the new curriculum is not as
ambitious as leaders intend it to be. Teaching and activities are not consistently focused on
the most pertinent skills and concepts to build on what children already know and can do.
For example, staff recognise when babies and children are developing new physical skills,
such as taking steps unaided or pouring from a jug. However, their interactions are not
consistently adapted in the moment to create opportunities for children to excel in these
skills.
Staff model mathematical language, such as 'taller' and 'shorter', when children build towers.
This helps to develop children's early understanding of space and measurement. Stories,
rhymes and structured conversations are embedded into daily teaching, ensuring that
children develop confidence in their communication and language skills. Children who need
extra support with their speech are provided with additional opportunities to hear and say
more complex vocabulary, often through targeted mouth exercises recommended by
external speech and language specialists.
Through their language and behaviour, leaders and staff promote inclusive practice and
attitudes. This helps children to develop positive relationships and a growing awareness of
the needs of others. Leaders find out about the celebrations and practices that are important
in children's lives and provide opportunities for children to share their experiences at
nursery. This helps to promote children's awareness of similarities between themselves and
others and their own uniqueness.

Inclusion Expected standard
Staff develop a secure understanding of each child's needs, through regular observations
and discussions with parents and carers. Overall, they use this information to identify any
additional needs and plan appropriate, tailored support for children. A simple 'assess, plan,
do and review' process helps staff implement and evaluate strategies that generally enable
all children to access the curriculum well. Where children require extra support, leaders work
effectively with external professionals and seek advice from relevant support agencies. This
guides them in making timely referrals for support and additional inclusion funding, when
required.
Staff are committed to supporting the wider needs of families, including those who may be
disadvantaged. For example, they establish practical initiatives to help families access
essential items, such as a pre-loved clothes swap and links with the local food bank.
Staff engage in professional development to build their knowledge and skills. For instance,
some staff complete training about specific needs relating to neurodiversity, helping them to
better understand how to identify and meet children's needs. Staff typically adapt the
environment and their interactions so that all children, including those with special
educational needs and/or disabilities, are fully included in all aspects of nursery life. Leaders
recognise that there is more to do to strengthen their new curriculum. They intend to provide
staff with clearer guidance about how they can adapt their interactions more effectively in
the moment to ensure that all children, including those who may face barriers to their
learning, are supported to develop their skills more rapidly.
Leadership and governance Expected standard
Since taking over the registration, senior leaders have reviewed all aspects of the provision
and set out a clear vision for the future of the nursery. They have established a collaborative
and motivated team of leaders and staff, who are committed to providing a high standard of
education and care for all children. Leaders are ambitious for children. They recognise that
the delivery of the new curriculum needs further development to enable children to build
more rapidly on their existing knowledge. They have secure plans to address this going
forward.
Leaders are mindful about monitoring staff's workload and ensure that they have allocated
time to focus on professional development during their working hours. This helps staff to feel
positive about their work and motivates them to reach their potential and take on new
responsibilities. For example, staff who show a particular interest in supporting children with
special educational needs and/or disabilities are encouraged to complete specific training to
become special educational needs coordinators for the nursery. Staff say they feel confident
about raising any concerns and voicing their views with leaders. This contributes to a
positive culture for improvement across the nursery.
Parents and carers speak highly of the nursery and the progress their children make.
Leaders ensure that parents are fully involved, for instance when children first attend or are
ready to move on to the next room or to school. This ensures that children's emotional

needs are understood and supported by all involved in their transition and helps them to
settle smoothly.
What it's like to be a child at this setting
Children are greeted by familiar staff who make sure each child has a calm and friendly
welcome. They settle well because staff take time to understand what helps each child feel
secure and included. After a short time, children begin to explore their surroundings and the
wide selection of activities on offer. Through this self-chosen play, children learn new skills
that generally prepare them well for the next stage in their learning. Children who face
barriers to their learning are typically supported in line with their needs. For example,
children who need extra support with their speech development and/or speak English as an
additional language take part in focused speaking and listening games in smaller groups.
Leaders and staff listen carefully to make sure children's voices and views are heard.
Children use tools, such as 'worry monsters' and emotion cards, to help them to express
their feelings. They know what to expect and are familiar with the routines, which are
purposefully designed to be consistent as they move through the rooms. Older children are
keen to complete tasks independently, including clearing their plates when they have
finished a meal. This helps to support them in readiness for similar tasks at school. Children
recall prior learning and count as they play. They use their imagination as they act out parts
of a familiar story and add in their own ideas and characters. Children develop a love of
learning, supported by staff who are well deployed and enthusiastic and who engage
effectively with them. Leaders work closely with parents and carers to ensure that children
attend regularly. Where children's attendance can be improved, staff work with families to
adjust session times and ensure that children benefit more consistently from the learning
experiences on offer.
Children behave extremely well, showing high levels of respect for others. They seek each
other out to extend their play experiences and proudly share their achievements with staff.
Their sense of belonging in the local community develops particularly well, as they go on
regular outings to meet local people and visit nearby businesses.
Next steps
Leaders should ensure that teaching is consistently focused on what children need to
learn next, so all children, including those who face barriers to their learning, build more

Inspector:
Sarah Clements
About this setting
Unique reference number (URN): 2826814
Address:
Twelve Acre Approach
Kesgrave
IPSWICH
IP5 1JF
Type: Childcare on non-domestic premises
Registration date: 18/02/2025
Registered person: Acorns 4 Kids Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Suffolk
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
rapidly on what they already know and can do.
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 is from 19 June 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
43
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
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and regulates services that care for children and young people.
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