Little Monkeys at The Old Cottage

Little Monkeys at The Old Cottage
Unique reference number (URN): 2785746
Address: The Old Cottage, 14 West Street, Ringwood, Hampshire, BH24 1DZ
Type: Childcare on non-domestic premises
Registered with Ofsted: 10/04/2024
Registers: EYR, CCR
Registered person: Little Monkey Minders Limited
Inspection report: 31 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
Toddlers show a positive attitude to learning as they develop their gross motor skills in the
outside area. They make choices from the range of activities on offer and enjoy repeating
the activities to further strengthen their newfound skills. For example, toddlers who have just
started to walk have the confidence to attempt the climbing frame, and navigate their way
back down to the ground under staff guidance. Once down, they want to do it again, and
again.
Older children fully engage in the activities and learn new skills. For example, they use
scissors to cut out pictures of different areas from a bear hunt story. They use their
knowledge of the story to rearrange the pictures into the correct sequence, and then
confidently show their finished pictures to staff, who praise them on their accomplishments.
Older children play well together. They communicate well and show respect for one another
as they share the resources. This helps to prepare them for the next stage in their learning
as they transition to school.
Behaviour, attitudes and establishing routines Expected standard
Staff have high expectations, and children generally behave well. All children, including
those who face barriers to their learning, feel respected and valued in the inclusive
environment. Staff are positive role models and form secure relationships with their key
children. This helps to reinforce children's sense of belonging. Leaders work with families to
support punctuality and attendance. They promptly follow up any absences to help ensure
children's continued safety and wellbeing.
Children show positive attitudes and fully engage in activities. They follow simple
instructions. Even the youngest children understand the routine and know what comes next
as they put their shoes on to venture outside. Children are becoming increasingly
independent and able to communicate, for example when they need to use the toilet. They
know to wash their hands after using the toilet and before mealtimes.
Staff regularly praise children and compliment them on their achievements. Children show
positive attitudes to learning. They play well together, negotiating and taking turns in the
role-play area, confidently talking about the 'pizza' and 'melon' as they share their 'food'.
Children's welfare and wellbeing Expected standard
Leaders and staff effectively support children's wellbeing. Since the last inspection, staff
working with babies have undertaken training to specifically support this area of their work.
This has had a positive impact on the provision, as staff now offer developmentally
appropriate activities and opportunities for the youngest children. Staff are sensitive to
children's care needs. Nappy-changing is a calm, personal experience, and staff talk to
babies and toddlers throughout the routine.

Staff typically embed hygiene practices well, and children understand the need to wash their
hands before snack time and after using the toilet. Staff sing with children to encourage
them to wash their hands thoroughly. Mealtimes are a social experience and staff sit with
children during these times, chatting about what they have been doing.
Staff understand that children need access to fresh air and exercise and plan a range of
activities outside. They apply sun cream to protect children and keep them safe. Staff
sensitively remind children about their personal safety, for example when toddlers attempt to
stand on the slide, instead of sitting down. Staff also provide guidance and assistance to
older children to ensure they handle scissors safely.
All children, including those who face barriers to their learning, form secure attachments with
their key persons. Staff know their children well and have positive relationships with them.
This helps to promote children's wellbeing and sense of belonging.
Curriculum and teaching Expected standard
Since the last inspection, leaders and staff have worked actively with the local authority to
develop their inclusive curriculum. They generally understand children's individual needs
and areas for development. Staff now typically use observations and assessments
effectively to target individual children's learning and identify appropriate next steps.
However, on occasion, the curriculum delivery is not as consistently embedded across the
nursery as it could be. Staff do not always use effective questioning skills to encourage older
children to think for themselves, or problem-solve. In addition, staff do not always provide
opportunities for children to be creative as they transition through the nursery. This does not
consistently extend their learning and development at all times.
Staff know the babies and toddlers well. They use their knowledge of the children and
observations and assessments to plan activities that support children's development. For
example, some of the younger children have just learned to walk, so staff provide
opportunities to encourage them to further develop their gross and fine motor skills with
painting, sand play and climbing activities. Staff offer choices for children that encourage
their independence and confidence, as they choose to make marks with the paint or play
with the balls.
Staff typically place a clear focus on communication and language skills. They read to the
children enthusiastically and animatedly. Older children excitedly join in with the actions to a
story about a bear. Children demonstrate their familiarity with the book as they confidently
predict what will happen next.
Inclusion Expected standard
Since the last inspection, leaders have introduced a new assessment process to monitor
children's development. This helps to ensure that all children progress well from their
starting points. Leaders ensure that the nursery is inclusive and value each child's
individuality. They gather key information from parents when children start. Staff form warm,
caring relationships with their key children, which helps children feel safe and secure. They
develop secure relationships with families to reduce barriers to learning and wellbeing.
Disadvantaged children and those known to children's social care receive effective support.

Staff undertake training to ensure that they have the knowledge and skills to support all
children. They swiftly identify children who need additional support and work effectively with
other agencies to implement targets. This helps to ensure that all children make steady
progress from their starting points. Staff understand children's individual needs and provide
sensitive interactions that help them to feel secure.
Staff use their knowledge of children's individual circumstances to provide new experiences
and opportunities. Regular access to the outside area builds on children's independence
and physical development. Leaders and staff work in partnership with local schools to
support smooth transitions to reception classes.
Leadership and governance Expected standard
Since the last inspection, leaders and staff have received support from the local authority to
improve their practice. They have now introduced a curriculum that is designed with children
in mind. Leaders and staff have developed and implemented simple assessment
procedures. This has had a positive impact on the nursery, and staff talk confidently about
the changes. Leaders and staff use assessments to identify any concerns regarding
children's development and wellbeing. This information enables them to access additional
help and ensure children get the support they need in a timely manner. Staff work with
partner agencies and use this information to set children's next steps and input them into
individual education plans.
Leaders work effectively with local schools. Staff go with children to visit their new
classrooms, and teachers visit the children in the nursery. This partnership arrangement
helps to support children's transitions to the next stages of their education. Staff report that
their workload is manageable. They value the time they have during their supervision
sessions to discuss their own wellbeing, professional development and how to further
support their key children.
Leaders work in partnership with parents to ensure that they access the full entitlement for
their children. They use funding effectively and purchase additional resources to support
children's individual needs. For example, they have recently enhanced the outside area with
tyres and planks as they recognise the importance of physical development, fresh air and
exercise. Parents speak incredibly highly of the care and support they receive for their
children. They talk about the nursery being a 'home-from-home' experience and being an
extension of their own family. Parents value the ideas and help they receive to continue to
support their children's learning and development at home. This joined-up approach helps to
enable children's continued growth.

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 typically arrive happy and ready to learn, and immediately join in with activities.
They separate from their parents and carers with ease, demonstrating that they feel safe
and secure in the nursery.
Children experience a carefully planned and individualised start to nursery. Their needs,
interests and family circumstances are considered from the outset, helping them to feel safe,
secure and valued. Settling-in sessions are tailored to their individual needs, enabling
children to develop a sense of belonging and secure attachments. Children benefit from the
information shared by their families, including details about their interests, home
circumstances and any additional support they may receive.
Toddlers develop secure friendships and say 'hold hands' as they walk through the door to
the garden area. They are confident to explore the secure space, but also come back to staff
for reassuring cuddles. Toddlers understand the routine and follow simple instructions, such
as by sitting down for mealtimes. Once seated, they competently feed themselves, showing
dexterity as they use their spoons to eat their yoghurts.
Younger children typically develop their physical skills as they competently balance on the
planks during an obstacle course activity. They persevere if they take a tumble, getting back
up and trying again. Children demonstrate an understanding of the need to put out their
arms to help them balance and feel safe.

Inspector:
Lindsay Osman
About this setting
Unique reference number (URN): 2785746
Address:
The Old Cottage
14 West Street
Ringwood
Hampshire
BH24 1DZ
Type: Childcare on non-domestic premises
Registration date: 10/04/2024
Older children are confident and articulate. They enjoy water play and excitedly share that
they are creating a 'whirlpool' as they swish the water around. Children enjoy pressing
lemon and orange slices with a potato masher, showing their strength as they squeeze
harder to press the fruit down. This activity helps to develop their fine motor skills. Children
also share that they like to do 'experiments', demonstrating their growing vocabulary and
knowledge.
Next steps
Leaders should ensure that staff consistently give children sufficient time to respond to
questions and solve problems in order to extend their learning.
Leaders should ensure that staff provide opportunities for children to practise their skills
and knowledge in creative ways.
About this inspection
The inspector spoke with leaders, practitioners, 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 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.

Registered person: Little Monkey Minders Limited
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
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 31 July 2026
Children numbers
Age range of children at the time of inspection
0 to 6
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.
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