Little Mu'mins Day Care Ltd

Little Mu'mins Day Care Ltd
Unique reference number (URN): EY452806
Address: 89 Rolleston Street, LEICESTER, LE5 3SD
Type: Childcare on non-domestic premises
Registered with Ofsted: 04/10/2012
Registers: EYR, CCR
Registered person: Little Mumins Day Care Ltd
Inspection report: 27 April 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.

Needs attention
Achievement Needs attention
Children, including those with barriers to their learning, do not make the best progress
possible due to inconsistent teaching. For example, older children enjoy looking at various
vegetables in the soil, however, staff do not support children to talk about how vegetables
grow, which is the intent for the activity. Some children do not make appropriate progress in
their speech. This is because staff talk to pre-school children too rapidly and they do not
give children enough time to practise what they know. Two- to three-year-old children are
not consistently supported by staff to hear a range of language or practise their speaking
skills. This means not all children, including those who speak English as an additional
language, are making enough progress in their speech.
Babies enjoy positive and secure relationships with key staff. They engage in role play,
pretending to eat play foods, as staff help name the foods they play with. Two- to three-year-
old children show developing small and large physical development skills as they enjoy
moving cars up and down a pretend road and use the small frame easily to climb and slide.
Pre-school children show good hand–eye coordination as they scoop mud into tubs and
pretend to make 'chocolate cake'. Sometimes, though, children's learning is incidental and
not necessarily as a direct result of the teaching they receive while at nursery. As a result,
children are not as well prepared as they could be for their future learning.
Behaviour, attitudes and establishing routines Needs attention
Due to gaps in the curriculum and teaching, children's attitudes to learning sometimes
decline, particularly during planned activities. Staff do not consistently support children to
focus their attention on what really matters, which can lead to children losing interest and
wandering off from activities. Leaders and staff do have appropriate expectations for
children's behaviour. Recent training has allowed them to address previous weaknesses in
this area. Staff consider the learning needs of children with special educational needs and/or
disabilities well, when managing their behaviour. They make use of 2 sensory rooms and
adjust lighting to help soothe and calm children, who struggle with their emotions. This
approach helps children to feel safe and secure.
Staff remind children of the 'rules' of the setting. Pre-school-age children talk about using
their 'listening ears' and 'indoor feet'. Staff offer reminders to children about boundaries,
when necessary, such as not to climb on furniture and explain the reasons why this is not
safe. Staff are beginning to support children to understand how to take turns, be kind and
play alongside their peers. When digging in the mud, staff praise children for sharing the
equipment with each other. This helps children to learn how to behave well.
Leaders work well with families to promote children's regular attendance. Flexible
arrangements are in place for some families to support their individual circumstances.

Children's welfare and wellbeing Needs attention
Safer eating guidance is not consistently followed during mealtimes. Staff can become
distracted as they fetch water and cups and cutlery for children. This means there are
occasions when children are not monitored appropriately, which has the potential to impact
on their safety and welfare. Children are offered a range of healthy meals to support their
health and wellbeing. Staff work with parents to ensure that children who bring their own
food have balanced and nutritious choices. Children sit at tables to eat meals, supporting a
social occasion.
Staff build warm and caring relationships with children. They greet them with genuine
affection, which helps children to settle quickly and feel secure. Children arrive confidently
and, overall, they engage positively with staff. Staff meet children's individual care needs
well. They recognise when babies and children are tired and hungry and support this
appropriately. Babies and toddlers sleep in safe spaces and are closely monitored by staff
during this time.
Children enjoy being outside in the fresh air to develop their physical health. They enjoy
kicking and rolling balls, running and climbing on frames and wooden beams. Staff teach
toddlers how to navigate the stairs up and down to their room and babies enjoy using their
fingers to explore cornflour and water, developing their dexterity.
Curriculum and teaching Needs attention
Leaders have not yet fully embedded a curriculum into staff's practice and teaching does not
always build on what children already know and can do. Staff can talk about the curriculum
and of how this should be delivered to reflect the needs of children. However, in practice,
some staff are unsure of how to implement this to ensure this is challenging, varied and
adapted to the needs of all children. As a result, there are times that children, particularly 2-
years-olds and pre-school-age children, wander around from one activity to another and are
unsupported in their learning. This leads to inconsistencies in the progress children make.
Occasionally, activities are implemented appropriately and when this does happen it is
beneficial and allows children to take part. Sometimes, when staff read to children, they
listen and show an interest in this. Older children enjoy listening to a story about 'Grandpas
Garden', while younger children listen to 'Jack and the Beanstalk'. Staff offer the babies
props to handle as the story is read to them. This helps to support children's developing
communication. However, this is not consistent and there are times that language is not
used enough, particularly for the 2-year-olds and some children who speak English as an
additional language, to build on their speech. When children race cars down tracks, staff
mention how this is to support their developing speaking. However, staff introduce very little
language and, therefore, the activity does not support these children to develop their
vocabulary. This lack of foresight and planning means some children are not making the
same progress as their peers. Mathematics is somewhat weaved into children's play. Staff
count as children walk up steps and use action rhymes to help them learn about numbers.

Inclusion Needs attention
Staff show varying levels of confidence in adapting the curriculum to meet children's
individual needs, including those children who speak English as an additional language.
Consequently, the range of activities offered does not consistently support children to make
progress appropriate to their stage of development. Some staff lack the skills needed to
adapt their practice to help all children learn. This is particularly noticeable for the 2-year-
olds and pre-school aged children. Staff spend time watching children as they play with cars
or draw pictures and do not offer ideas or suggestions to help support and extend their
learning and development.
Leaders and staff show a secure awareness and knowledge of how to support children with
special educational needs and/or disabilities (SEND). They work closely with parents and
external professionals to ensure accurate assessments reflect children's emerging needs.
Staff who lead on SEND ensure referrals are completed in a timely manner, working with
other agencies and professionals to gather all appropriate information needed. This means
children have plans in place ready for their move to the next stage of their education.
However, leaders do not understand how any additional funding entitlements, such as early
years pupil premium, should be used to support the needs of the children it is intended for.
This does not help to remove barriers in learning for children who are disadvantaged.
Leadership and governance Needs attention
Following recent intervention from Ofsted due to requirements not being met, leaders took
appropriate action to ensure steps were taken to improve some aspects of the setting.
However, there are areas of the provision where further action is needed to ensure that
requirements are met. For example, leaders do not understand how to use funding that
some children are entitled to, so that they benefit as fully as possible from their early years
education. Leaders recognise this and demonstrate a commitment for improving the setting.
There have been a number of changes to staffing, which has impacted on the delivery of the
curriculum. Leaders have devised a training programme to support staff, but this is in its
infancy and not yet having a positive impact on teaching and learning. Staff have completed
a training course on behaviour management, which is having a positive impact on how staff
manage children's behaviour. Leaders support staff's wellbeing and consider their workload
when making decisions.
Leaders and staff support children with special educational needs and/or disabilities. They
work closely with parents and outside agencies to ensure they are able to get the most
appropriate and targeted support to aid their learning. Parents of these children comment
positively on the support given by staff and of the flexible service they offer. Parents
comment on how well information is shared regarding their children's learning as well as
having ideas on how to support this in the home.

Compulsory Childcare Register requirements
This setting has not 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
Leaders have not been able to maintain the high-quality curriculum and teaching from their
previous inspection. Leaders recognise that the delivery of the curriculum and teaching are
not where they want them to be and are working on changes to improve this. However,
these changes are still in their infancy and not embedded into practice. As a result,
children's learning and development are variable. Staff are not yet confident in the aims of
the curriculum. Planning is in place to support children's next steps, but this is not
implemented well enough to help all children learn equally. This means that although there
are some activities for the children, staff do not understand how to adapt their teaching style
to match the needs of the children in attendance. Overall, planning and learning support for
children with special educational needs and/or disabilities is helping them to make some
progress.
All children, including those with barriers to their learning, are happy and do enjoy coming to
this welcoming setting. They attend regularly and, therefore, separate from parents with
ease. Babies seek out reassurance from key staff, who show them positive care and
attention. Toddlers enjoy climbing on wooden play equipment and squeal with delight when
they go down the slide. Staff offer support for their emerging physical needs but can be
quick to pick up babies and toddlers when this is not needed. Older children show sound
small-muscle control as they colour in pictures of gardens and use spades to dig and
explore in the mud.
Babies delight in accessing sensory experiences, such as exploring cornflour and water and
playing with role-play equipment. Staff narrate to babies, introducing new words and

repeating them to encourage babies to copy. Babies start to play alongside their peers and
staff help them learn how to share and take turns. Toddlers and older children's experiences
are different from this. While staff do play with children, not all staff understand how to pitch
activities to extend and build on their skills. Furthermore, staff do not narrate or ask
questions to children as they play, limiting their developing speech. Older children enjoy
playing collaboratively with their friends. They use their imagination well as they pretend to
make ice creams, asking each other what flavour they would like.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following actions by the assigned date:
Action Completion Date
improve and embed an ambitious curriculum that
consistently engages and clearly supports what all
children need to learn next, to help build on what they
know and can do
01/06/2026
implement closer monitoring of staff interactions with
children to identify and build on gaps in teaching to help
support children's learning and development
01/06/2026
improve mealtime routines to ensure that staff are
consistently deployed to supervise children effectively
while they eat
25/05/2026
ensure leaders use additional funding effectively to
target and meet the needs of all children who receive
this, and to help ensure better outcomes for
disadvantaged children
01/06/2026
improve staff's knowledge of and expertise in how to
support children's communication and language
development, particularly for children who speak
English as an additional language
01/06/2026
About this inspection
The inspector spoke with the manager, staff, the nominated individual, 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 provision that is registered on the Early Years Register. The registered

Inspector:
Alexandra Brouder
About this setting
Unique reference number (URN): EY452806
Address:
89 Rolleston Street
LEICESTER
LE5 3SD
Type: Childcare on non-domestic premises
Registration date: 04/10/2012
Registered person: Little Mumins Day Care Ltd
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Leicester
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 27 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
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.

51
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.
You may reuse this information (not including logos) free of charge in any format or medium,
under the terms of the Open Government Licence. To view this licence, visit
www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy
Team, The National Archives, Kew, London TW9 4DU, or email:
psi@nationalarchives.gsi.gov.uk.
This publication is available at https://reports.ofsted.gov.uk.
Interested in our work? You can subscribe to our monthly newsletter for more information
and updates: http://eepurl.com/iTrDn.

Piccadilly Gate
Store Street
Manchester
M1 2WD
T: 0300 123 1231
Textphone: 0161 618 8524
E: enquiries@ofsted.gov.uk
W: www.gov.uk/ofsted
© Crown copyright 2026
© Crown copyright