Little Robins Ltd — Ofsted Nursery Tracker

Grades by area

Behaviour, attitudes and establishing routines

Strong standard

Children's behaviour is impeccable. When asked to complete tasks, children follow instructions without hesitation. They repeatedly use manners in everyday interactions. This indicates their exemplary, courteous and respectful demeanour. Children listen to each other and appreciate differing views and opinions, showing maturity in their social interactions. Quite simply, behaviour is first-rate. This positive behaviour is not incidental. It is a direct result of consistent and clear expectations from staff. Children's achievements are celebrated on a 'wow board', where their remarkable accomplishments are published for all to see. Children work hard and want their efforts to be rewarded and recognised. Simple 'golden rules' enable children to understand boundaries and expectations. All children, including those who face barriers to their learning, behave extremely well. Children are well cared for by nurturing and kind staff. They are attentive to children's emotional needs and lavish them with plenty of gentle and affectionate care. Children are highly reassured by staff, often checking they are nearby before they explore independently. This illustrates that children's exceptional emotional belonging and sense of security is fostered through positive relationships shared with staff. Children's attendance and punctuality is excellent. Staff and leaders clearly communicate attendance expectations with parents. They meticulously track attendance patterns and follow up any unexpected absences. High attendance promotes children's uninterrupted learning.

Achievement

Expected standard

Children are confident and assertive. They feel valued and listened to because their ideas and interests are accommodated. For instance, children choose to play with train sets which ignites their curiosity. In turn, they focus and concentrate for extended periods of time because they enjoy their play. Children learn how to operate mechanical toy cars as they hold and pull back toy cars, before releasing them. This requires impressive coordination, dexterity and a 'can-do' attitude to succeed. Babies enjoy accessing a dedicated outdoor area where they climb safely on age-appropriate large-scale equipment. This helps them to master their emerging gross motor skills. Older children explore a separate outdoor area, with equipment that is precisely matched to their different skills and abilities. As children play and explore, they benefit from adults' high-quality interactions to extend their learning. For instance, children learn about quantity, volume and numbers as they fill their water bottles. They respond well to challenge when they are asked to fill their bottles to the 200-millilitre mark. Children progress well in their mathematical development because they experience high-quality teaching in this area. However, sometimes staff teaching is not precisely matched to children's stage of learning because assessment is not always up to date, which means children are not consistently supported to make rapid progress.

Children's welfare and wellbeing

Expected standard

All staff put children's safety and welfare first. They complete detailed risk assessment checks each morning, including checking equipment is safe and doors are locked. Children's welfare and wellbeing is promoted because staff are cautious and skilled to protect children from harm. Staff caring for babies have completed appropriate training in this area. Their skills and knowledge about safer sleep and caring for the unique needs of babies are secure. Babies and children who are resting are placed to sleep in an appropriately safe space and are checked frequently to ensure their ongoing wellbeing. Staff work hard to build positive relationships with children. Children are settled and happy because staff are responsive to their individual needs. Staff remain vigilant of children's safety during mealtimes. They closely supervise children at lunchtime to promote their welfare. However, sometimes when food is incorporated into play, staff do not extend children's awareness of how to keep themselves safe. They remind children to remain seated but do not explain why this is important or teach children about personal safety to extend children's awareness of how to manage their own safety around food.

Curriculum and teaching

Expected standard

Leaders plan an ambitious and inclusive curriculum. Staff have a clear understanding of the curriculum design and weave this into their planning and teaching. At the heart of the curriculum is supporting children's language, which is done particularly well. Speech, interaction and communication is at the centre of all adult interactions. Staff narrate what they are doing, provide children with clear instructions and ask inquisitive questions to extend children's conversational skills. Children are well supported and become fluent communicators from an early age. Books and literacy are integral to the curriculum design. Staff use books and stories as an anchor for their monthly planning theme. They revisit the same book throughout the month and plan exciting activities linked to the story. This helps children to learn through repetition and familiarity. Children actively join in when books are read aloud, jointly narrating the story with adults. The curriculum and teaching inspire children, and, in turn, they have a thirst for reading and literacy. Staff understand the importance of assessing children's progress. However, due to work pressures, staff sometimes do not prioritise this aspect of their role. Consequently, children's assessments are not always up to date. This means staff teaching does not always match what children need to learn next.

Inclusion

Expected standard

Children with special educational needs and/or disabilities or those who may face barriers to their learning are well supported. Leaders quickly seek help and support from wider professionals when needed. They make referrals and obtain the relevant expertise in a timely manner. This helps to ensure that children receive the right help, at the right time from the right people. Staff have established links with local teachers, health professionals, speech therapists and early years advisers. This impressive network of professional relationships helps to promote collaboration, which in turn, benefits children and families. Staff and leaders have established a positive reputation within the local community for their inclusive practice. Staff refer to those in their care as 'one big family', illustrating the commitment to creating an inclusive and welcoming environment for all. They take time when children first start attending to get to know children's unique personal backgrounds and needs. Every child is welcomed, understood and valued. Staff make simple adaptations to both their environment and interactions to meet children's different needs. They move children through the nursery rooms when children are ready. This means that the care children experience meets their needs well. This is an inclusive setting where all children are supported to thrive.

Leadership and governance

Expected standard

Leaders, staff and children have recently experienced a period of change when the nursery relocated to a new building on the school site. Leaders have managed this period of change well, to minimise the impact on children. During the move, leaders have reflected and updated some procedures. For instance, they have strengthened the procedures for door security in the new building, to ensure children's ongoing safety. Leaders of this nursery have a very clear understanding of their strengths and areas to improve. A clear action plan drives appropriate and necessary developments. Staff report that they are proud to work at the nursery. Many of the staff have worked at the nursery for a number of years and their experience and dedication are notable strengths. They embody the values and vision of leaders and strive every day to work hard and deliver a high-quality service for the families and children they support. Staff morale is high, teamwork is excellent and the children benefit greatly from consistent and reliable staff. Staff receive the training they need to succeed in their roles. Leaders observe staff and provide them with feedback on their practice. This feedback includes relevant targets to enable staff to develop and improve their teaching. Coupled with personal coaching, staff benefit from plenty of online training courses to develop their skills. Staff report that they feel valued and motivated because of the quality training plan. Parents and carers benefit from plenty of information and open communication. Staff share details about their children's progress, experiences and upcoming events. Parents appreciate this communication which leads to complementary care between the nursery and home.

What it's like to be a child at this setting

There is a friendly and welcoming atmosphere throughout the nursery. Staff are cheerful and smile often, their infectious positivity is echoed by children, who are content and happy. When children first start attending, they benefit from gradual and supported admission to enable them to settle and familiarise themselves prior to enrolment. This means when they start, children are emotionally secure and ready to learn. Staff invest time preparing a range of different activities each morning. As such, children enjoy new and fresh play experiences daily, which enthuses them. This is a fun and nurturing environment where children thrive both emotionally and developmentally. A recent move into a new building has been well managed by leaders and who have worked hard to minimise the impact on children's routines. Familiarity and consistency in routines have helped children to continue to learn without interruption. Children enjoy daily fresh air and exercise in the large garden area. This is situated within the safe grounds of the host school, and so children often see and interact with siblings and older peers who attend the adjoining primary school. Friendships between children flourish and children are socially confident, independent and self-assured. Children enjoy plenty of trips, including recent visits to the zoo, beach, farm, museum and library. Children express their enjoyment in getting out in the local community which evidently captivates their enthusiasm for learning. Furthermore, visitors into the nursery equally enrich children's learning. Children develop their physical skills as they enjoy teacher-led music and movement classes every week. Children benefit from a broad range of experiences which helps to promote learning across many different areas of development.

Next steps

Leaders should help staff to manage their time, to ensure their assessments of children's progress are up to date so teaching precisely matches children's ever changing learning needs. Leaders should help staff to understand the importance of extending children's awareness of how to keep themselves safe around food.

About this inspection

The inspector spoke with leaders, 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.

About this setting

URN: EY429635
Address: Overchurch Junior & Infant School Moreton Road WIRRAL Merseyside CH49 4NS
Type: Childcare on Non-Domestic Premises, Full day care
Registration date: 12/05/2011
Registered person: Little Robins Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:50
Local authority: Wirral

Facts and figures

Age range at inspection: 1 to 11
Total places: 76

Data from 24 August 2026

Little Robins Ltd Unique reference number (URN): EY429635 Address: Overchurch Junior & Infant School, Moreton Road, WIRRAL, Merseyside, CH49 4NS Type: Childcare on non-domestic premises Registered with Ofsted: 12/05/2011 Registers: EYR, CCR, VCR Registered person: Little Robins 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 Expected standard Behaviour, attitudes and establishing routines Strong standard Children's behaviour is impeccable. When asked to complete tasks, children follow instructions without hesitation. They repeatedly use manners in everyday interactions. This indicates their exemplary, courteous and respectful demeanour. Children listen to each other and appreciate differing views and opinions, showing maturity in their social interactions. Quite simply, behaviour is first-rate. This positive behaviour is not incidental. It is a direct result of consistent and clear expectations from staff. Children's achievements are celebrated on a 'wow board', where their remarkable accomplishments are published for all to see. Children work hard and want their efforts to be rewarded and recognised. Simple 'golden rules' enable children to understand boundaries and expectations. All children, including those who face barriers to their learning, behave extremely well. Children are well cared for by nurturing and kind staff. They are attentive to children's emotional needs and lavish them with plenty of gentle and affectionate care. Children are highly reassured by staff, often checking they are nearby before they explore independently. This illustrates that children's exceptional emotional belonging and sense of security is fostered through positive relationships shared with staff. Children's attendance and punctuality is excellent. Staff and leaders clearly communicate attendance expectations with parents. They meticulously track attendance patterns and follow up any unexpected absences. High attendance promotes children's uninterrupted learning. Achievement Expected standard Children are confident and assertive. They feel valued and listened to because their ideas and interests are accommodated. For instance, children choose to play with train sets which ignites their curiosity. In turn, they focus and concentrate for extended periods of time because they enjoy their play. Children learn how to operate mechanical toy cars as they hold and pull back toy cars, before releasing them. This requires impressive coordination, dexterity and a 'can-do' attitude to succeed. Babies enjoy accessing a dedicated outdoor area where they climb safely on age-appropriate large-scale equipment. This helps them to master their emerging gross motor skills. Older children explore a separate outdoor area, with equipment that is precisely matched to their different skills and abilities. As children play and explore, they benefit from adults' high-quality interactions to extend their learning. For instance, children learn about quantity, volume and numbers as they fill their water bottles. They respond well to challenge when they are asked to fill their bottles to the 200-millilitre mark. Children progress well in their mathematical development because they experience high-quality teaching in this area. However, sometimes staff teaching is not precisely matched to children's stage of learning because assessment is not always up to date, which means children are not consistently supported to make rapid progress. Children's welfare and wellbeing Expected standard All staff put children's safety and welfare first. They complete detailed risk assessment checks each morning, including checking equipment is safe and doors are locked. Children's welfare and wellbeing is promoted because staff are cautious and skilled to protect children from harm. Staff caring for babies have completed appropriate training in this area. Their skills and knowledge about safer sleep and caring for the unique needs of babies are secure. Babies and children who are resting are placed to sleep in an appropriately safe space and are checked frequently to ensure their ongoing wellbeing. Staff work hard to build positive relationships with children. Children are settled and happy because staff are responsive to their individual needs. Staff remain vigilant of children's safety during mealtimes. They closely supervise children at lunchtime to promote their welfare. However, sometimes when food is incorporated into play, staff do not extend children's awareness of how to keep themselves safe. They remind children to remain seated but do not explain why this is important or teach children about personal safety to extend children's awareness of how to manage their own safety around food. Curriculum and teaching Expected standard Leaders plan an ambitious and inclusive curriculum. Staff have a clear understanding of the curriculum design and weave this into their planning and teaching. At the heart of the curriculum is supporting children's language, which is done particularly well. Speech, interaction and communication is at the centre of all adult interactions. Staff narrate what they are doing, provide children with clear instructions and ask inquisitive questions to extend children's conversational skills. Children are well supported and become fluent communicators from an early age. Books and literacy are integral to the curriculum design. Staff use books and stories as an anchor for their monthly planning theme. They revisit the same book throughout the month and plan exciting activities linked to the story. This helps children to learn through repetition and familiarity. Children actively join in when books are read aloud, jointly narrating the story with adults. The curriculum and teaching inspire children, and, in turn, they have a thirst for reading and literacy. Staff understand the importance of assessing children's progress. However, due to work pressures, staff sometimes do not prioritise this aspect of their role. Consequently, children's assessments are not always up to date. This means staff teaching does not always match what children need to learn next. Inclusion Expected standard Children with special educational needs and/or disabilities or those who may face barriers to their learning are well supported. Leaders quickly seek help and support from wider professionals when needed. They make referrals and obtain the relevant expertise in a timely manner. This helps to ensure that children receive the right help, at the right time from the right people. Staff have established links with local teachers, health professionals, speech therapists and early years advisers. This impressive network of professional relationships helps to promote collaboration, which in turn, benefits children and families. Staff and leaders have established a positive reputation within the local community for their inclusive practice. Staff refer to those in their care as 'one big family', illustrating the commitment to creating an inclusive and welcoming environment for all. They take time when children first start attending to get to know children's unique personal backgrounds and needs. Every child is welcomed, understood and valued. Staff make simple adaptations to both their environment and interactions to meet children's different needs. They move children through the nursery rooms when children are ready. This means that the care children experience meets their needs well. This is an inclusive setting where all children are supported to thrive. Leadership and governance Expected standard Leaders, staff and children have recently experienced a period of change when the nursery relocated to a new building on the school site. Leaders have managed this period of change well, to minimise the impact on children. During the move, leaders have reflected and updated some procedures. For instance, they have strengthened the procedures for door security in the new building, to ensure children's ongoing safety. Leaders of this nursery have a very clear understanding of their strengths and areas to improve. A clear action plan drives appropriate and necessary developments. Staff report that they are proud to work at the nursery. Many of the staff have worked at the nursery for a number of years and their experience and dedication are notable strengths. They embody the values and vision of leaders and strive every day to work hard and deliver a high-quality service for the families and children they support. Staff morale is high, teamwork is excellent and the children benefit greatly from consistent and reliable staff. Staff receive the training they need to succeed in their roles. Leaders observe staff and provide them with feedback on their practice. This feedback includes relevant targets to enable staff to develop and improve their teaching. Coupled with personal coaching, staff benefit from plenty of online training courses to develop their skills. Staff report that they feel valued and motivated because of the quality training plan. Parents and carers benefit from plenty of information and open communication. Staff share details about their children's progress, experiences and upcoming events. Parents appreciate this communication which leads to complementary care between the nursery and home. 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 There is a friendly and welcoming atmosphere throughout the nursery. Staff are cheerful and smile often, their infectious positivity is echoed by children, who are content and happy. When children first start attending, they benefit from gradual and supported admission to enable them to settle and familiarise themselves prior to enrolment. This means when they start, children are emotionally secure and ready to learn. Staff invest time preparing a range of different activities each morning. As such, children enjoy new and fresh play experiences Inspector: Michelle Latchford About this setting daily, which enthuses them. This is a fun and nurturing environment where children thrive both emotionally and developmentally. A recent move into a new building has been well managed by leaders and who have worked hard to minimise the impact on children's routines. Familiarity and consistency in routines have helped children to continue to learn without interruption. Children enjoy daily fresh air and exercise in the large garden area. This is situated within the safe grounds of the host school, and so children often see and interact with siblings and older peers who attend the adjoining primary school. Friendships between children flourish and children are socially confident, independent and self-assured. Children enjoy plenty of trips, including recent visits to the zoo, beach, farm, museum and library. Children express their enjoyment in getting out in the local community which evidently captivates their enthusiasm for learning. Furthermore, visitors into the nursery equally enrich children's learning. Children develop their physical skills as they enjoy teacher-led music and movement classes every week. Children benefit from a broad range of experiences which helps to promote learning across many different areas of development. Next steps Leaders should help staff to manage their time, to ensure their assessments of children's progress are up to date so teaching precisely matches children's ever changing learning needs. Leaders should help staff to understand the importance of extending children's awareness of how to keep themselves safe around food. About this inspection The inspector spoke with leaders, 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. Unique reference number (URN): EY429635 Address: Overchurch Junior & Infant School Moreton Road WIRRAL Merseyside CH49 4NS Type: Childcare on non-domestic premises Registration date: 12/05/2011 Registered person: Little Robins Limited Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:50 Local authority: Wirral 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 1 to 11 Total number of places 76 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. 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