URN EY490032 · Inspected 2026-08-24 · Published 2026-09-24 · Inspector: Christine Ward Sarah Dukes
Little Oaks Day Nursery Unique reference number (URN): EY490032 Address: 412 Stafford Road, WOLVERHAMPTON, WV10 6AJ Type: Childcare on non-domestic premises Registered with Ofsted: 01/09/2015 Registers: EYR, CCR, VCR Registered person: GLM Early Years Limited Inspection report: 24 August 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 Inclusion Strong standard Leaders and staff identify children's needs very early on at the nursery. This allows staff to put measures in place to support their progress from the earliest opportunity. Systems for identification, assessment and support are clearly embedded and reflect a graduated approach to meeting children's needs. Those responsible for completing referrals to other agencies are knowledgeable, well trained and highly experienced. They have a secure understanding of their local special educational needs processes, which means that children receive coordinated support. Leaders and staff are highly reflective and proactive. They access current guidance, further training and specialist support to strengthen the provision. In circumstances where staff face barriers to accessing external agencies, they act quickly to communicate and consistently implement effective strategies across the nursery, so that children still receive targeted support. Adaptations to practice are thoughtful and child centred, enabling children with additional needs to participate fully in nursery experiences. Close relationships formed with parents and carers help to enhance the support children receive. Specialised plans and strategies are shared with parents to ensure consistency of care for children. The arrangements in place for children who face barriers to their learning are highly impactful, ensuring that children make the progress they need to be ready for school. Leadership and governance Strong standard Leaders are extremely dedicated and passionate about their roles. They ensure policies and procedures are effective and implemented robustly. They invest a significant amount of time and effort into building their staff team. They are committed to developing professional knowledge and expertise across the nursery. As a result, staff progress into more senior roles and take on extra responsibility. The arrangements for coaching and mentoring staff are highly effective. The impact of any training is monitored closely to ensure learning opportunities for children continuously improve. Staff designated to specific roles carry them out with dedication, often ensuring training is regularly sourced, and they provide emotional support for those who need it. Staff feel wholly supported in their professional and personal lives. They voice that their wellbeing is prioritised. Staff comment on how proud they are of their professional achievements, and they have grown in confidence. They are keen to engage in further training. Senior staff involve other practitioners to identify what improvements can be made to help children progress even further. As a result, staff morale across the nursery is high. The culture within the nursery is inclusive, supportive and reflective. Children benefit from staff who are skilled and passionate about the care they provide. Partnerships with parents are a real strength. Parents and carers comment that they are consistently impressed with the level of care and communication they receive as a whole family unit. They are complimentary about the adaptations that are made to meet the needs of children with Expected standard special educational needs and/or disabilities. Leaders continuously strive to provide the very best outcomes for children. Achievement Expected standard Overall, children make typical progress in their development. They have the knowledge and skills they need to prepare them for their move to school. Children with special educational needs and/or disabilities make even better progress. The support systems in place for them ensure that they learn to follow routines, communicate their needs and develop relationships with their peers. Children leave nursery with the independence they need to manage their personal care needs. They learn to serve their own meals and drinks and use the toilet independently. They learn how to take turns and manage their emotions. Children develop patience and kindness. For example, they consider others during their play and wait their turn when other children are using resources. These skills support them to make friendships and express their individual needs. Behaviour, attitudes and establishing routines Expected standard Children develop secure attachments to staff that help them to feel safe and settled. Staff are kind and caring. This is displayed in their interactions with children. As a result, children learn to show kindness and empathy towards adults and one another. Staff have high expectations for children's behaviour. They role model behaviour expectations effectively. Children use manners without prompting and are polite. They learn to make friendships and work together to solve problems. They happily invite one another into their play and willingly share resources. Staff regularly praise children, which boosts their confidence and self-esteem. Children learn to follow well-established routines. However, there are some inconsistencies in the effectiveness of some routines across the nursery. For example, some children sit for prolonged periods at mealtimes waiting for their food. 'Quiet time' arrangements do not always meet the needs of all children, particularly those who have recently transitioned to new rooms. Furthermore, staff deployment is not always effective at certain times when staff are busy completing other tasks. However, leaders act quickly to address inconsistencies, which minimises the impact on children's ability to stay focused and feel secure in the daily routine. Children develop positive attitudes to their learning. They are all engaged in activities and keen to be involved in the learning opportunities on offer. They show curiosity about the world around them. For example, as they look through books about the sea, they are keen to find out the names of sea creatures and learn about their features. Children with special educational needs and/or disabilities learn to be part of a group and join in with peers, learning the social skills that will help prepare them for school. Leaders work closely with parents and carers to promote attendance and act swiftly to address any significant periods of absence. Children's welfare and wellbeing Expected standard All children are happy and settled. They develop confidence during their time at the nursery. Staff provide a stimulating learning environment that enables children to make choices and freely explore the opportunities on offer. Children with special educational needs and/or disabilities are given extra time during periods of transition, with audio and visual prompts in place to support them. Leaders prioritise children's welfare and wellbeing. They develop close relationships with families to ensure that they understand children's specific needs, such as individual routines in place at home and feeding preferences. Leaders ensure that nursery policies and procedures are understood and implemented well by staff. The well-established key-person system ensures children develop secure attachments with staff from the moment they start at the nursery. Close bonds are formed between staff and families so that children develop a sense of belonging. Children learn to keep themselves healthy. They are provided with healthy and nutritious meals. Effective healthy eating policies ensure that any food brought from home meets nutritional guidance. Children have access to a large outdoor area, which boasts an area specifically for exploring nature and growing fruit. Having regular access to the outdoors supports children's wellbeing and emotional health. Curriculum and teaching Expected standard Leaders have designed a broad curriculum that spans all areas of learning. This includes learning about the local community. Staff have a suitable understanding of the curriculum. It is generally implemented well across the nursery. Staff plan activities around children's interests. For example, when children talk about wanting to go on holiday to space, staff provide activities that centre around this topic. They set up science experiments and help children to create their own rocket ship. Children willingly engage in the activities on offer and are keen to participate in learning. Staff interactions are generally effective in supporting children's learning. They speak to children about what they are doing and ask well-timed questions to develop their thinking even further. There are times, however, when staff do not take advantage of opportunities to extend children's knowledge to the next level. This is of particular relevance for pre-school children who are getting ready to move on to school. When children show a particular interest in an activity, staff do not always follow this interest in the moment to build on children's existing knowledge. There are plenty of opportunities, however, for children to practise their current skills and consolidate their learning. Learning activities are adapted so that all children are included. Children with special educational needs and/or disabilities have individual resources that they can access, close to where larger group activities take place. This helps them to eventually join in with their peers. 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 experience a warm, nurturing and inclusive environment where they are supported to feel safe, valued and confident. Strong relationships with staff help children to develop a secure sense of belonging. They are happy in the care of staff who know them well, respond sensitively to their individual needs and work closely with families to provide consistent care and support. Children feel welcomed and included. Settling-in arrangements are personalised and help children develop secure attachments with staff. Children's routines and interests are recognised and respected. Children learn about equality, diversity and Inspectors: Christine Ward Sarah Dukes inclusion when staff engage meaningfully with families and by celebrating a range of cultures, traditions and experiences. Children's dignity is maintained during sensitive and respectful care routines. Children make progress from their starting points because staff provide a broad range of experiences that support their learning and development. Babies and young children enjoy opportunities to explore, investigate and develop new skills through sensory play, mark- making, construction activities, physical challenges and communication-rich interactions. Children build their language skills, learn early mathematical concepts through play and become increasingly independent. Children with special educational needs and/or disabilities benefit from timely identification, targeted interventions and effective partnership working with parents and external professionals. As a result, children develop important communication, social and independence skills and are supported to achieve well. Children thrive because leaders and staff place a strong emphasis on their safety, wellbeing and development. Children develop healthy attendance habits that help them benefit from regular learning experiences and feel secure in the daily routine. They experience an environment that prioritises inclusive practice and effective support that helps them develop the knowledge, skills and confidence they need for the next stage in their learning. Next steps Leaders should review routines and ensure that staff are consistently deployed effectively and that the needs of all children are met. Leaders should refine the curriculum for older children so that their learning is extended even further. About this inspection The inspectors spoke with leaders, practitioners, the special educational needs coordinator, 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. About this setting Unique reference number (URN): EY490032 Address: 412 Stafford Road WOLVERHAMPTON WV10 6AJ Type: Childcare on non-domestic premises Registration date: 01/09/2015 Registered person: GLM Early Years Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Wolverhampton Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 24 August 2026 Children numbers Age range of children at the time of inspection 0 to 4 Total number of places 167 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