Little Raccoons Day Nursery (Weybridge) Limited

Little Raccoons Day Nursery (Weybridge) Limited
Unique reference number (URN): 2812592
Address: 2 Hanger Hill, Weybridge, KT13 9XR
Type: Childcare on non-domestic premises
Registered with Ofsted: 19/11/2024
Registers: EYR, CCR
Registered person: Little Raccoons Day Nursery (Weybridge) Limited
Inspection report: 28 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
Typically, children make steady progress from their starting points and develop the
knowledge they need for future learning, including children with special educational needs
and/or disabilities. Children learn early mathematics as they compare the different sizes of
their toy dinosaurs. They develop their vocabulary as they describe the features of the
dinosaurs, such as 'spiky' and 'ginormous'. Children develop their physical skills and have
plenty of opportunities to develop both their small and large muscles. They enjoy riding
bikes and jumping as they develop their balance. Children have ample opportunities to
access mark-making materials, supporting them for later writing. They create models and
pictures with play dough and scoop sand into saucepans. Children are becoming
increasingly independent in their self-care skills. They wash their hands before and after
mealtimes and ensure they have regular drinks of water. This helps them develop healthy
habits for later life. Children are growing in confidence and are ready for their next stage of
education.
Behaviour, attitudes and establishing routines Expected standard
Leaders and staff know the children very well. From the outset, they work with parents to
gather information about children's care routines. This helps children build warm and trusting
relationships with the kind staff.
Leaders and staff typically set high expectations for children's behaviour and daily routines.
Children eagerly come in at the start of the day and choose their healthy breakfast. Older
children know to wash their hands and serve their cereal. Staff support younger children to
also learn the routines. This helps all children, including children with special educational
needs and/or disabilities, to understand the structure of their day. This supports children's
positive attitude and engagement.
Staff play alongside children and encourage them to share and take turns. They use
strategies to help children regulate their own emotions and behaviour. For instance, if a child
becomes a little unsettled staff help them use a sand timer to promote turn-taking. This
helps children to understand how to share resources positively and promotes children's
social skills, helping them develop early friendships.
Leaders monitor children's attendance and share their expectations with parents. This helps
keep children safe and also supports children in readiness for their eventual move to school.
Children's welfare and wellbeing Expected standard
Leaders and staff place high importance on the key-person approach. Staff have a secure
understanding of how this supports children's emotional wellbeing. They are nurturing in
their interactions and sensitive to children's needs. Staff quickly recognise when younger
children need time to regulate their emotions. They ensure they spend time with their key
children, which his helps children feel safe and secure.

Leaders provide children with healthy lunches and snacks. Staff remind children of the
importance of regularly drinking water throughout the day. They sit with children at
mealtimes, creating a calm environment, and discuss the positive impact of the healthy
foods on their bodies. Staff promote children's manners by modelling 'please' and 'thank
you', which children respond to and repeat. Older children begin to serve their own lunch
and younger children are warmly supported by their key person.
Leaders promote children's physical development, to typically build on children's next steps
of learning. This helps children to develop their larger muscles and provides opportunities
for running and catching balls. Children who require additional support, including those with
special educational needs and/or disabilities, receive individualised approaches in order to
meet their individual needs. For example, staff use visual prompts to support children's
understanding of their emotions.
Curriculum and teaching Expected standard
Leaders and staff have developed a broad and themed curriculum that is generally focused
on building children's knowledge and skills across all areas of learning. They provide
children with a wealth of experiences that typically build on their emerging interests and
support their physical development. However, staff do not always consider what it is they
want children to learn in the outside curriculum. This means teaching is not always focused
and consistent across the curriculum.
Staff use regular observations to assess children's progress in order to identify what they
need to learn next. Mostly, staff adapt their teaching to meet children's individual needs,
including those with special educational needs and/or disabilities or children who may face
barriers to their learning. For example, at group times staff adapt resources to help
encourage children's engagement. This promotes an inclusive culture.
Staff focus on children's communication and language skills. Children eagerly join in with
familiar action songs and confidently talk about the characters from stories. Staff engage
children in meaningful conversations and teach them new vocabulary through repetition and
discussion. This supports children's understanding and vocabulary. Staff promote children's
mathematical development. For instance, children count bricks as they build models. These
experiences help children develop an understanding of early counting.
Inclusion Expected standard
Leaders and staff include all children, including those who face barriers to their learning and
those with special educational needs and/or disabilities. They work alongside parents and
external agencies to identify appropriate support. This ensures that children typically access
an inclusive learning environment.
Staff swiftly identify children who would benefit from additional support in their learning and
development. This supports children's wellbeing. Children have support plans in place that
are regularly reviewed to ensure they contain the right targets for each child. This generally
helps to improve outcomes for all children through early intervention and reduces barriers to
their learning.

Staff mostly use early intervention strategies to support children's next steps in learning. For
instance, staff use visual prompts to help children move from one activity to another.
However, leaders have not considered how to support staff to develop their knowledge in
order to help them precisely target children's next steps in learning.
Leaders use a graduated approach, and know how to access any funding that children may
be eligible for and how it will be used to have the greatest impact in response to children's
individual development and learning needs.
Leadership and governance Expected standard
Leaders create an inclusive environment where children feel happy, valued and safe. From
the outset, staff work closely with parents to gather detailed information about children's
interests and development. Staff then complete regular and ongoing assessments of
children's development. This helps them accurately identify any emerging needs and put
individualised support in place. Leaders work with external agencies and professionals, and
make referrals to support children's development. Generally, this targeted support for
children, particularly those with special educational needs and/or disabilities, helps them to
make progress from their starting points.
Leaders plan professional development to meet the needs of the children that they care for.
Staff have attended relevant training to support and promote children's language and
communication skills. For example, staff use visual cues to help children understand the
routines. However, leaders have not yet precisely identified how to support staff to help them
consistently build on children's learning and development, including for children with special
educational needs and/or disabilities, particularly when children access the outside
curriculum.
Leaders develop secure partnerships with parents, who particularly comment on how their
children have developed in their communication and social skills. Parents also comment on
the setting's regular communication and how this helps them to support their children's
learning at home.
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 settled in this nurturing nursery. They are greeted by the welcoming
staff who they know well. As such, children leave their parents with ease, ready to start their
day.
Children have ample opportunities to develop their physical skills. They dance to their
favourite songs, singing and wiggling their bodies. Older children are kind as they hold
younger children's hands. Children are developing their balance as they skilfully use balance
bikes and create obstacle courses in the garden. They concentrate as they squeeze
sponges filled with water and bubbles to wash the dinosaurs. This helps children develop
their large and small muscle groups for later learning. Children also have ample
opportunities to develop their imaginative skills as they pretend to make healthy snacks in
the mud kitchen area. This helps them recall previous experiences and consolidate their
learning.
Children are engrossed in conversations about familiar stories. They recall the characters in
books and the sequence of events. Younger children sing rhymes, and staff use toy animals
and props to support children's engagement. Children thoroughly enjoy using these
resources as they act out stories. Generally, staff are knowledgeable about how to support
children with special educational needs and/or disabilities. Staff adapt their interactions to
support children's understanding, using visual prompts and cues. This helps all children
develop their communication and language skills, including children with English as an
additional language.
Leaders work closely with parents to promote children's attendance. As a result, children
maintain regular patterns of attendance. Parents comment on how well their children are
being prepared for school, particularly in relation to their social skills and independence.
Next steps
Leaders should give further consideration to the outside curriculum, to specifically focus
on children's next steps of learning.
Leaders should develop all staff's skills in consistently implementing identified strategies
to further support children's learning and development, in particular for children who may
face barriers to their learning.

Inspector:
Kelly Lane
About this setting
Unique reference number (URN): 2812592
Address:
2 Hanger Hill
Weybridge
KT13 9XR
Type: Childcare on non-domestic premises
Registration date: 19/11/2024
Registered person: Little Raccoons Day Nursery (Weybridge) Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 06:30
Local authority: Surrey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 28 July 2026
Children numbers
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.

Age range of children at the time of inspection
1 to 4
Total number of places
60
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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