Little Acorns Nursery (New Milton) Limited

Little Acorns Nursery (New Milton) Limited
Unique reference number (URN): 2833670
Address: 66 Old Milton Road, New Milton, BH25 6DX
Type: Childcare on non-domestic premises
Registered with Ofsted: 03/04/2025
Registers: EYR, CCR, VCR
Registered person: Little Acorns Nursery (New Milton) 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.

Strong standard
Behaviour, attitudes and establishing routines Strong standard
Staff consistently provide a warm, nurturing and positive atmosphere where children
develop a secure sense of belonging. They skilfully adapt the environment and daily routine
to ensure that all children's needs are supported. For example, snack time is now calmer
and more enjoyable due to recent, well-targeted changes.
Highly respectful staff understand children's individual needs deeply, building close
relationships where children seek cuddles when tired or upset. As positive role models with
high expectations, staff successfully encourage politeness, sharing and patient turn-taking
through regular praise. Consequently, children display impressive social skills, consistently
showing respect, kindness and empathy toward one another.
Leaders and staff place great focus on supporting children to learn how to understand and
regulate their emotions. For example, staff have created boxes of carefully chosen
resources for individual children to use, when feeling overwhelmed.
Staff promote children's independence effectively. For example, they encourage children to
practise skills, such as clearing their plates and tidying away toys. Staff use consistent and
effective strategies to help children understand routines and transitions. For example, staff
ring a bell to gain children's attention and inform them of a change of activity. Children
respond positively, actively engaging in tidying up, demonstrating a sense of responsibility.
Staff effectively promote regular attendance by working closely with families. This prepares
children for school transition and ensures they benefit fully from the setting's rich
experiences.
Children's welfare and wellbeing Strong standard
The wellbeing of all children, including those with special educational needs and/or
disabilities (SEND), are fully supported in this setting, by staff who know them well. Staff
provide a nurturing and welcoming environment where children feel safe to express
themselves. For example, children's faces beam with delight as they excitedly share their
news with staff, confident that they will receive a positive response. The secure and
established relationships in place significantly support all children's emotional wellbeing and
self-esteem.
Staff build positive and extremely valuable relationships with parents. They have a thorough
understanding of the needs of the community and take time to understand the needs of the
families whose children attend the setting. They skilfully use this insight to respond to the
varying needs and circumstances of individual children and families. Staff share information
daily with parents so that they are well informed and well supported. Parents speak very
positively about the support that they receive, especially parents of children with SEND.
Staff effectively encourage children to develop the skills they need to become independent
in their personal hygiene practices. For example, babies confidently wash their faces at

snack time. Older children learn about the importance of oral health as they use resources
to practise cleaning teeth.
Staff follow an efficient and systematic process for monitoring snacks and mealtimes. They
consistently remind and encourage children to learn about eating safely and building healthy
habits. All staff are aware of children's allergies and individual stages of weaning for babies.
Safer sleep procedures are robustly followed and monitored by staff in the setting.
Inclusion Strong standard
Leaders and staff are very effective in recognising the individual needs of all children,
including those with special educational needs and/or disabilities (SEND). They make swift
referrals to appropriate external health and educational professionals. Staff collaborate with
these professionals to receive targeted training and advice. This helps staff to adapt and
provide highly tailored support for the children in their care. For example, they consult with
local specialist teams and speech and language therapists.
Leaders and staff are passionate about identifying and removing barriers to children's
learning effectively. For example, visual aids, Makaton and gestures are used in everyday
practice. These strategies help children to communicate effectively, participate fully and
access the curriculum alongside their peers.
Staff develop positive partnerships with parents and carers, which helps ensure children
have their needs met. They share information regularly and tailor this support to suit the
needs of the parents. For example, staff hold meetings at flexible times and have introduced
a home-book system to share sensitive information. Parents speak highly of the significant
support they have received from the setting.
Funding is used thoughtfully and effectively, to ensure it enhances the care and learning for
those whom it is intended. For example, leaders provide additional sessions for individual
children, such as visits from a music teacher to extend children's experiences. Children with
SEND and those who face other barriers to their learning make secure and meaningful
progress because of the focus placed on ensuring all children are fully included.
Leadership and governance Strong standard
Leaders have a clear ambition to provide consistently high-quality care and teaching for
children. They aim to prepare all children, including those with special educational needs
and/or disabilities, for their next stage of education. Through effective self-evaluation,
leaders accurately recognise areas for improvement. For example, leaders are aware that
some staff would benefit from additional support in refining their interactions with children to
extend their learning even further during activities. They are currently taking action to
address this, including identifying specific training to support individual staff.
Leaders provide regular supervision and support for staff, with wellbeing clearly at the centre
of their practice. Effective and open communication between leaders and staff results in
positive staff morale and high staff retention. Leaders deploy staff effectively, ensuring the
safe and efficient running of the setting.

Expected standard
Staff work successfully in partnership with parents and other external agencies to ensure
that children receive the best possible support and care. For example, they have regular
contact with the local authority specialist team and speech and language therapists. Parents
speak highly of the setting. They value the support they receive both on a personal level,
and for their children's learning. Leaders work to continually reduce barriers to children's
learning and development. For example, parents praise the endless help and support
received during the referral process.
High levels of commitment from leaders and all staff, and extremely effective teamwork,
support the safe and effective operation of the setting.
Achievement Expected standard
Typically, children achieve well from their starting points and make secure progress across
the curriculum. Gaps in learning and development generally close quickly, especially for
those who face barriers to their learning. Children are well prepared for the next stage of
their education.
Babies develop secure attachments with staff, seeking comfort and reassurance when
needed. They eagerly explore the accessible resources, confidently leading their play. For
example, they use a low-level climbing frame for pulling themselves up, in preparation for
walking. They also enjoy quietly looking at books in the cosy area.
Older children become confident communicators, taking the lead in their play and
developing a love of learning. For example, children enthusiastically engage in an
imaginative play with dinosaurs.
Curriculum and teaching Expected standard
Leaders and staff create a broad curriculum that reflects children's interests and learning
needs. Overall, they deliver this effectively, helping all children to build on what they know
and can do. Children typically make progress across all areas of learning and access a
varied range of activities that reflect their interests and next steps in learning. Staff adapt
activities to ensure that all children, including those with special educational needs and/or
disabilities, and children who face barriers to their learning, make progress in their learning.
However, there are sometimes inconsistencies in the quality of staff interactions during
activities. Some staff are less effective at identifying opportunities to build on children's
interests to extend their learning further. For example, staff do not consistently build on
children's curiosity as they delight in exploring bubbles when using pipettes.
Staff regularly talk about and use number language throughout the day. This supports
children to develop their understanding of mathematical concepts. For example, children
count and recall numbers during a puzzle activity.

Babies engage in meaningful back-and-forth interactions with adults, while exploring
sensory activities. Their physical development is promoted well, as staff provide
opportunities to support children's early mobility and walking. Older children show delight
when using pipettes and play dough to strengthen the small muscles in their hands, helping
to develop their fine motor skills.
Staff support children to develop a love of stories, books and rhymes, promoting early
literacy. They ensure that books are freely available for children to independently select.
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
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met

What it's like to be a child at this setting
Children arrive confidently, have their care needs met well and form positive friendships.
Babies and children thrive at this friendly, welcoming and inclusive setting. Children
excitedly explore the carefully planned environment and share their news with staff. Children
are happy and demonstrate that they feel safe and secure. Children engage in activities
following their interests, as staff know their children extremely well. Children know to seek
support or comfort when needed. For example, babies seek comfort from staff when they
become overwhelmed. Babies and children develop a sense of independence through
following a sequenced curriculum. Babies know to wash their hands before snack time, and
older children pour their own drinks.
Children understand and follow the high expectations that staff have of them. For example,
they share resources and wait patiently for their turn during water play activity. Children with
special educational needs and/or disabilities are supported well to play and learn alongside
their peers. For example, staff adapt and provide highly tailored support and activities. Staff
have a thorough understanding of their unique needs and meet these well, creating a sense
of belonging in the setting.
Children typically make steady progress across all areas of the curriculum. They enjoy a
varied, sequenced range of activities that reflect children's interests and next steps in
learning. For example, physical development is evident, as children have fun outside
exploring the concepts of pouring, squirting and scooping the water. Staff create a
welcoming environment that celebrates and values family contributions, for example, stay
and play events.
Children regularly explore the local community to further develop their knowledge and
understanding of the world. For example, they visit the library, local shops and deliver treats
for World Kindness Day. Children are happy and have a real sense of belonging in the
setting. Overall, they build the confidence and skills they need to succeed in their next stage
of learning.
Next steps
Leaders should support staff to recognise how to build on children's interests in activities
to extend children's learning further.
About this inspection
The inspectors spoke with the nominated person, nursery manager, staff, special
educational needs coordinator, parents and carers 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 of provision that is registered on the Early Years Register. The

Inspector:
Kirsty Stickley
About this setting
Unique reference number (URN): 2833670
Address:
66 Old Milton Road
New Milton
BH25 6DX
Type: Childcare on non-domestic premises
Registration date: 03/04/2025
Registered person: Little Acorns Nursery (New Milton) Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:00
Local authority: Hampshire
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
Age range of children at the time of inspection
2 to 4
Total number of places
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.

26
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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