URN 2851086 · Inspected 2026-07-22 · Published 2026-09-08 · Inspector: Lyndsey Howe
Little Acorns Montessori Buckler's Park Unique reference number (URN): 2851086 Address: Buckler's Park Community Hub, Goodwood Crescent, Crowthorne, RG45 6NB Type: Childcare on non-domestic premises Registered with Ofsted: 26/06/2025 Registers: EYR Registered person: Little Acorns Montessori Limited Inspection report: 22 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 Achievement Strong standard Children achieve well because leaders and staff place communication and language at the centre of the curriculum. The environment is language rich. As a result, children communicate with increasing confidence and use language to negotiate, collaborate and solve problems. For example, children worked together to consider how they might catch the pretend character 'Captain red coat'. Children begin to develop secure literacy skills. Younger children understand that marks carry meaning. They begin to assign purpose to the marks they make. Others independently write single words or short phrases. Children apply their mathematical knowledge during play. For example, children hunt for worms to add to the worm smoothie. They find plant parts and pipe cleaners and pretend these are worms. Children count out the worms as they add them to the pot. Children, including those with special educational needs and/or disabilities, respond to signing and visual supports alongside spoken language to express themselves and understand routines. As a result, children develop increasing independence and make strong progress from their starting points. Children are well prepared for the next stage of their learning. They demonstrate the confidence, independence and resilience needed for a successful transition to school. Behaviour, attitudes and establishing routines Strong standard Leaders have created a calm and respectful culture. Children feel safe and valued. They understand what is expected of them and respond well to the high expectations that leaders and staff set. Staff help children understand why rules matter. For example, if children run inside, staff explain that running inside is unsafe because someone could be hurt. As a result, children begin to regulate their own behaviour and make sensible choices. Staff consistently model positive behaviour and respectful communication. They support children to build friendships and interact cooperatively. For example, when children find turn taking challenging, staff ask them how they can solve the problem. Children respond by getting a timer, so they know when it is their turn next. Children with special educational needs and/or disabilities are supported effectively to understand routines, rules and expectations. Clear visual instructions and consistent modelling help them understand what is expected. They respond well to guidance and become increasingly independent. Relationships between staff and children are warm, trusting and secure. Children form strong attachments with the staff who care for them. Leaders monitor attendance carefully. They work closely with families to promote the importance of regular attendance. Children's welfare and wellbeing Strong standard Children's wellbeing is prioritised. Children express their emotions openly and are developing the skills to manage their feelings successfully. For example, when disagreements arise, children are supported to talk about how they are feeling. Staff use simple breathing strategies to help them remain calm and regulated. As a result, children resolve minor conflicts positively and develop increasing emotional resilience. Children have developed strong, trusting relationships with staff through the effective implementation of the key person approach. Children seek their key person out for reassurance and eagerly share their experiences. This reflects the secure attachments that have been established. Staff are attentive and responsive. They ensure that children are well cared for and that their emotional and physical needs are consistently met. Children develop an awareness of oral health through meaningful learning experiences, including learning about topics, such as people who help us. Leaders also work effectively with parents to promote children's safety at home. They provide them with guidance and information about keeping children safe online. Mealtimes are calm, relaxed and sociable occasions. Children enjoy talking with their friends and staff as they eat together. They demonstrate good manners, polite language and positive social skills. Staff talk to children about healthy foods and how they keep their bodies strong. The nursery provides unusual fruits each week to encourage the children to try new and exciting foods. Safer eating practises are embedded into daily routines. Sleep routines are implemented effectively, ensuring children rest in a safe and nurturing environment. Staff monitor sleep sessions appropriately. Curriculum and teaching Strong standard Leaders have a secure understanding of the curriculum. There is a strong focus on pedagogy, ensuring the teaching is purposeful, responsive and rooted in a secure understanding of how children learn. Staff know the children well. They use this knowledge to build on individual interests and stages of development. They skilfully adapt their invitations to learn in the moment, following children's ideas and curiosity to deepen learning. For example, as children transformed into pirates, they set about working collaboratively to create a map to find the buried treasure. Children remain highly engaged and demonstrate sustained levels of concentration and enjoyment throughout the day. Staff are impressive storytellers who bring books and experiences to life through expressive language, role play and enthusiasm. This captures children's attention and inspires rich conversations between all ages of children. Staff consistently use high-quality interactions to extend children's thinking. They frequently think out loud, posing thoughtful comments and questions, such as 'What next?' and 'I wonder if'. This encourages children to predict, investigate and solve problems independently. Staff weave mathematical language into everyday experiences. For example, children count each turn as they mix the mud pie and count each piece of treasure they have found. Younger children develop early counting skills through effective use of songs and props. Older children are challenged to deepen their mathematical understanding. Staff identify and address misconceptions through skilled questioning and modelling. They extend children's thinking by asking questions, such as 'What is 2 more?' As a result, children develop secure mathematical understanding and strong problem-solving skills. Inclusion Strong standard Leaders have established a strong culture of inclusion where all children, including those with special educational needs and/or disabilities (SEND), thrive through skilled practice and targeted support. Leaders and staff maintain high expectations for all children and ensure no child is overlooked. Staff recognise when children require additional support and implement effective strategies consistently across the nursery. They use visual prompts skilfully to support children's understanding and communication. Visuals are readily available on staff lanyards and are used throughout the day to reinforce routines, expectations and language. Topic specific visual resources help children understand and use key vocabulary. This supports them to access the learning with increasing confidence. Leaders have implemented robust systems to monitor children's progress. Staff adapt targets and support strategies in response to children's developing needs. As a result, children make strong progress from their individual starting points. The learning environment reflects the nursery's commitment to meeting the needs of all children, including those who are disadvantaged and those who have SEND. A thoughtfully designed sensory room provides a calm, nurturing space where children can develop self-regulation skills and receive focused support when needed. Leaders and staff work effectively with a wide range of external agencies. Information is shared appropriately and in a timely manner. Children and families benefit from coordinated, well-planned interventions that reflect their individual needs and help secure positive outcomes. Additional funding is used strategically to provide targeted resources, experiences and support. Leadership and governance Strong standard Leaders have a secure strategic overview of the nursery and a clear vision for continuous improvement. They know the nursery well and use self-evaluation to identify strengths and priorities for development. Decisions are carefully considered. They are rooted in securing the best possible outcomes for all children. Leaders have established a positive and collaborative culture in which staff feel respected, listened to and valued. Staff report they are well supported. Leaders actively seek staff views, fostering a shared commitment to improvement. Staff wellbeing is given a high priority. Leaders carefully consider workload. They organise systems and processes to enable staff to focus on delivering high-quality care and education. Professional development is supported through regular supervision sessions. The sessions are purposeful and reflective. They provide staff with the opportunity to discuss their training needs, reflect on their own practice and review the progress of their key children. Leaders have created a culture of high expectations, collaboration and continuous reflection. This contributes to high levels of morale and strong teamwork. Parents speak highly of the communication they receive from nursery. They value the support, guidance and advice offered by the nursery and feel that staff know their children well. Strong relationships between nursery and families ensure parents feel involved and confident in the care and education their children receive. What it's like to be a child at this setting Children arrive at a safe, welcoming and nurturing environment. They are warmly welcomed alongside their families. Children benefit from the effective sharing of information between staff and parents. This ensures their individual needs are consistently understood and met. Children separate from their parents with confidence and settle quickly. Children develop warm, trusting relationships with staff. They feel safe, secure and valued. This gives them the confidence to explore their environment, take on new challenges and express themselves freely. Children thrive at this nursery and make the most of the high-quality experiences provided to them. Children demonstrate a consistent high level of engagement in their learning. Children are motivated to participate in a wide range of meaningful experiences. They make independent choices, sustain their thinking and show curiosity as they investigate and learn through play. Children demonstrate pride in their achievements. They approach activities with enthusiasm. They know their ideas and contributions are valued. For example, children enthusiastically shared the map they had made to find the buried treasure. Children manage their self-care needs with increasing independence. For example, they wash their hands before eating and after messy play. Children follow the routines of nursery confidently. They are developing the skills they need for the next stage of their learning. Children demonstrate positive social skills in their interactions with others. They play cooperatively, share resources and take turns. They communicate respectfully with their friends and with staff. Children consistently show kindness and consideration for others. For example, children share resources and work together to build a pirate ship. They are developing empathy and learning how to manage minor disagreements with increasing independence. Children are proud to be part of this nursery. Inspector: Lyndsey Howe About this setting Unique reference number (URN): 2851086 Address: Buckler's Park Community Hub Goodwood Crescent Crowthorne RG45 6NB Type: Childcare on non-domestic premises Registration date: 26/06/2025 Registered person: Little Acorns Montessori Limited Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Bracknell Forest Next steps Leaders should ensure continued improvement in the setting's successful work to continuously extend children's learning beyond what they already know, to realise a transformational impact on all children's achievement. About this inspection The inspector spoke with leaders, staff, parents and carers, and engaged with 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 person must ensure that the provision complies with the statutory framework for children's learning, development, and care, known as the early years foundation stage. Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 22 July 2026 Children numbers Age range of children at the time of inspection 2 to 4 Total number of places 30 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. 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