The Little People

The Little People
Unique reference number (URN): EY551653
Address: 2nd Davyhulme Scout Hut, Bowfell Road, Urmston, Manchester, Trafford, M41 5RN
Type: Childcare on non-domestic premises
Registered with Ofsted: 28/09/2017
Registers: EYR, CCR
Registered person: The Little People Preschool And Playgroup Ltd
Inspection report: 16 February 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 make rapid progress from their starting points. Their communication improves
noticeably. Children who previously used limited language now speak in longer phrases and
express their needs more clearly. They use new vocabulary confidently and contribute more
during discussions and shared learning.
Children with special educational needs and/or disabilities and those facing disadvantage
achieve well because support is matched carefully to their needs. They engage more
consistently, regulate their behaviour more effectively and access learning alongside others.
Children sustain attention for longer and take an active role in learning. They collaborate
with others, explain their ideas and show increasing independence in managing tasks.
Furthermore, children demonstrate the skills needed for a smooth transition and are very
well prepared for their next stage.
Behaviour, attitudes and establishing routines Strong standard
Leaders establish clear expectations and children follow them consistently. At lunchtime,
staff set out younger children's lunch boxes, while older children collect their own and
organise themselves. Children sit in designated places and settle quickly. Furthermore, staff
ensure that children with additional needs are well supported. For example, they store
personalised resources, such as sensory items, with the emergency evacuation equipment
so that children can remain regulated if routines are disrupted. As a result, children feel safe
and supported, even during unexpected change. These routines promote children's
independence and contribute to a very calm atmosphere.
Staff maintain high expectations for behaviour. For example, when older children raise their
voices, staff remind them about lowered voices and how their behaviour influences younger
children. Children respond immediately and continue with their activity. Staff recognise when
children need time to regulate and allow space before offering a clear choice to support their
re-engagement.
Leaders understand the importance of regular attendance. They monitor children's
absences carefully and contact parents and carers if children do not arrive as expected.
Where patterns emerge, leaders discuss this with families and provide learning materials
during extended absence to maintain connection. This ensures children remain engaged
and do not fall behind in their learning.
Children's welfare and wellbeing Strong standard
Staff know children well and provide care that reflects their individual needs. The key-person
system ensures children receive consistent support and reassurance. For example, when
children first start, staff provide extra comfort, such as allowing them to keep a familiar
blanket or comfort item for a short time while they settle into their new surroundings. Staff

understand children's triggers and respond sensitively, remaining close by when children
need support to manage their feelings. This promotes children's emotional security and
stability.
Leaders prioritise children's health and physical wellbeing. Staff supervise toileting
sensitively and maintain children's privacy. They reinforce hygiene expectations consistently,
and leaders address any inconsistencies promptly to maintain high standards. Children
brush their teeth daily. Staff use strategies such as the 'happy hippo' to demonstrate
effective brushing and build good habits. They use a 'healthy lunch box challenge' to
encourage balanced choices and supports families to make healthier changes. Furthermore,
staff teach children how to keep themselves safe. For example, they prompt children to
check whether outdoor equipment is wet before using it and discuss how to prevent
accidents. Consequently, children develop healthy routines and a deep understanding of
how to look after themselves.
Curriculum and teaching Strong standard
The curriculum reflects children's interests and community experiences and meets all areas
of learning. For example, staff use visits to local places of worship to extend children's
understanding of different beliefs and traditions. They prioritise children's communication
and language throughout the day. Staff model clear speech, extend vocabulary and use
open-ended prompts, such as 'I wonder', to deepen children's thinking. They organise circle
times according to children's ages and stages so learning matches children's development.
As a result, children listen attentively and express their ideas clearly.
Staff weave mathematics naturally into children's play. Younger children explore counting
through books and join in with number rhymes. Older children confidently recognise small
quantities without counting. They use simple addition and subtraction during block play. Staff
add and remove blocks to demonstrate changes in quantity and prompt children to explain
what has happened. This strengthens children's number understanding and supports their
developing reasoning.
Children strengthen their personal, social and emotional development through planned
group activities. Staff support children to take turns, listen to one another and work together
during shared tasks. For example, younger children take turns to select instruments from the
box during music sessions. Staff encourage children to solve problems collaboratively and
persevere when activities become trickier. Staff enhance children's physical development
through structured movement opportunities, including the introduction of hopscotch to
develop children's balance and coordination. Teaching remains purposeful and well matched
to children's stages of development. All children consistently access the curriculum.
Inclusion Strong standard
Leaders identify children's needs early and implement the graduated approach very
effectively. They involve external professionals where needed and agree clear next steps
with parents and carers. Leaders review support regularly and change it when children's
needs change. For example, when children's behaviour patterns show that more help is
needed, leaders increase staffing at key points in the day and adjust targets to provide

greater stability. As a result, children receive very consistent support and continue to access
learning successfully.
Staff reduce barriers so children can take part fully in daily activities. They follow agreed
strategies consistently across the day. For example, staff use communication boards and
clear choice boards to help children understand routines and express what they want to do
next. Leaders make practical adjustments to the environment, including using additional
space in the community, to support children's sensory needs. This ensures children remain
included and continue to access learning very successfully.
Leaders use additional funding carefully and link it directly to children's identified needs.
Funding supports targeted resources, specialist input and professional development
matched to the cohort of children. Leaders review the impact of this support and adjust
provision where required. Consequently, children with special educational needs and/or
disabilities and those facing disadvantage receive consistent support and continue to access
learning successfully.
Leadership and governance Strong standard
Leaders provide clear and reflective oversight of the setting. They review practice carefully
and take action where improvements are needed. For example, leaders have extended the
induction period so new staff have more time to understand expectations and build their
confidence. This strengthens staff practice and ensures children experience secure and
reliable support from the outset.
Professional development is purposeful and directly linked to the needs of children
attending. For example, staff complete training according to the emerging needs of the
cohort, particularly in supporting children's communication and those with special
educational needs and/or disabilities. Leaders check that training leads to visible
improvements in daily practice to ensure learning is embedded. They use peer observations
to confirm that agreed approaches are implemented consistently across the team. Leaders
consider staff wellbeing carefully. They discuss workload openly and ensure that their
expectations remain manageable while maintaining high standards. This extends the quality
of teaching and enhances children's experiences.
Leaders share effective practice beyond the setting through local networks. For example,
they share strategies to promote good oral health and support children who speak English
as an additional language with other settings. Leaders make decisions in the best interests
of children, adapting provision and staffing when their monitoring identifies a need. As a
result, leadership secures very positive outcomes for children.

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
Leaders and staff provide a calm and well-organised environment with clear routines and
consistent expectations. Transitions are purposeful and well understood by children. For
example, when staff shake the tambourine to signal a 5-minute warning before a change in
routine, children begin to finish their play and prepare to move on. They know what is
expected and manage change confidently. As a result, children remain very settled and
move smoothly between activities.
Children enjoy spending time together throughout the day. They make choices about what
they want to do and talk comfortably with staff and one another. They show high
consideration for others and take pride in managing tasks independently. For example,
children pour their own drinks at mealtimes and tidy away resources. Relationships are
warm and respectful, and children are keen to include others in their play. This helps
children to feel valued and part of a secure and welcoming group.
Learning builds on what children enjoy in their daily play. They use numbers naturally, talk
about changes in quantity and apply early subtraction during practical activities. Older
children invite visitors into their play and confidently correct number sequences when they
are wrong. They show pride in what they know and confidently demonstrate their
understanding.
Children grow in confidence as they take part in group times. Younger children use signing
alongside speech during songs and circle time. They identify animal sounds using pictures
of animals to support their understanding. In addition, they recognise emotions using a story

Inspector:
Kelly Little
About this setting
Unique reference number (URN): EY551653
Address:
2nd Davyhulme Scout Hut
Bowfell Road, Urmston
Manchester
Trafford
M41 5RN
Type: Childcare on non-domestic premises
Registration date: 28/09/2017
Registered person: The Little People Preschool And Playgroup Ltd
Register(s): EYR, CCR
about a monster and sign the colour that matches how they feel. Consequently, children
participate willingly and show increasing readiness for the next stage of their learning.
Next steps
Leaders and those responsible for governance should sustain their work to ensure
continued improvement and high standards. They should focus on creating a
transformational impact on the outcomes and experiences of all children.
About this inspection
The inspector spoke with the nominated individual, leaders, the special educational needs
and/or disabilities coordinator, staff, parents, 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
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.

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00
Local authority: Trafford
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 16 February 2026
Children numbers
Age range of children at the time of inspection
2 to 4
Total number of places
45
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