The Little Den Day Nursery - Newcastle

Grades by area

Achievement

Strong standard

Children achieve impressively well because the curriculum gives them rich opportunities to build the knowledge and skills they need for future learning. They grow in confidence as communicators, develop their physical skills and learn to manage their feelings and relationships with increasing independence. Books are a strong feature of daily life in the setting. Children enjoy sharing stories, looking at pictures, talking about characters and events and hearing new words used naturally during play, group times and routines. This helps them to develop attention, imagination, vocabulary and a real enjoyment of books, so they make strong progress. Children who need extra help, or who are ready for further challenge, are supported to keep moving forward in their learning. They practise important skills, revisit what they know and take the next step through carefully chosen experiences and intervention groups. Children's interests are used well to engage them, while any gaps in learning or emerging needs are identified early. This means that all children, including those with special educational needs and/or disabilities, are able to take part fully, build confidence and make strong progress over time. Children are well prepared for what comes next. They become familiar with new people, routines and environments before they move on, which helps them approach change with confidence. By the time they leave the setting, children have developed the knowledge, skills and positive attitudes they need to continue achieving well in the next stage of their learning.

Behaviour, attitudes and establishing routines

Strong standard

Children demonstrate positive behaviour as staff set clear expectations and model these consistently. Adults encourage good manners, kindness and respect in a calm way. Children learn to share, take turns and consider others during play and routines. For example, during outdoor play, children began looking for spiders and included staff by sharing magnifying glasses, so they could join in. Together, they explored the area, moved resources carefully and commented on the webs they found. Staff use positive reinforcement well, noticing and praising children's efforts. For example, they clap and say 'well done' as children listen carefully, bending their knees and landing safely after jumping. These everyday interactions help children feel confident and secure. Routines are well established across the setting and help children settle quickly. Children arrive happily and have strong relationships with staff, who know them well and respond sensitively to their needs. Visual lanyards are used effectively to show the order of the day, giving children a clear sense of what will happen next. This is particularly helpful for children with special educational needs and/or disabilities, as it supports understanding, reduces uncertainty and helps them take part confidently in the setting. Staff promote attendance and punctuality consistently. Clear policies and procedures are understood by staff and shared with parents. This joined-up approach gives children consistency between home and nursery. As a result, children feel settled, follow familiar expectations and develop the positive attitudes they need.

Children's welfare and wellbeing

Strong standard

Children's welfare and wellbeing are given high priority across the setting. Leaders and staff know the children well, including those with special educational needs and/or disabilities, and use this knowledge to provide calm, consistent support. The settling-in process is thorough. For example, for babies, staff gather important information about sleep routines, feeding, weaning and any known allergies. The key-worker system is well embedded, enabling children to form secure relationships with staff. As a result, children feel safe, reassured and confident to ask for help when they need it. Parents say their children are happy and content in the setting and describe staff as approachable and supportive. Leaders and staff understand that each group of children brings different needs. They reflect on daily routines and adapt practice where needed, so that care, safety and wellbeing remain central to the setting. Policies and procedures are reviewed in line with legislation and local authority guidance, then shared with staff and parents. This clear and consistent approach helps everyone understand expectations and ensures that children receive safe, reliable care. Children are supported to develop healthy choices and independence from an early age. Staff promote healthy eating and oral hygiene through everyday routines and information shared with parents. They also encourage children to manage small self-care tasks for themselves, such as wiping their own noses, while offering gentle support when needed. Staff work closely with families so that children receive consistent support at home and in nursery. For example, parents are given home learning packs, including guidance on sun safety, and the setting has achieved sun safety accreditation. This joined-up way of working strengthens children's welfare, encourages independence and helps them develop positive habits that support their long-term wellbeing.

Curriculum and teaching

Strong standard

The setting provides a strong, ambitious and inclusive curriculum that is securely rooted in meeting the needs of the children who attend. Leaders and staff know children well and have a clear understanding of what they want children to learn, experience and achieve across the curriculum. They use their knowledge of child development effectively to plan purposeful experiences that build on children's interests, prior learning and individual starting points. This ensures that all children, including those with special educational needs and/or disabilities, are supported to access the curriculum fully and take part confidently in the setting. Teaching is consistently purposeful, responsive and well matched to children's needs. Staff observe children carefully and use this information to shape meaningful next steps in learning. Across the setting, adults interact warmly and skilfully with children, using conversation, questioning and encouragement to extend thinking and deepen understanding. Personal, social and emotional development is given appropriate priority, with strong relationships, clear routines and a nurturing environment. This helps babies and children to feel safe, secure and ready to learn. As a result, children develop confidence, independence and positive relationships, which provide a strong foundation for learning across the curriculum. Staff promote mathematics and communication and language very effectively through everyday routines, play and adult-led experiences. Children have frequent opportunities to count, compare, sort, recognise patterns, name colours and use new vocabulary in meaningful contexts. For example, during an activity with tea bags, children count the splats they make, recognise and name colours and count in sequence using numbers laid out in front of them. High-quality interactions are a consistent feature of practice. Staff model language clearly, listen carefully and give children time to think and respond. Books, stories and songs are used well to develop attention, imagination and communication skills. Consequently, children are engaged, motivated and confident learners who make consistent and effective progress in their learning and development.

Inclusion

Strong standard

Inclusion is a clear strength of the setting and is embedded consistently in everyday practice. Staff know the children and their families well and take time to build warm, trusting relationships, which help children feel safe, valued and confident. Children's needs are identified early through baseline assessments, regular observations and close partnership with parents. As a result, staff act quickly to put appropriate help in place. Leaders use available funding effectively to reduce barriers to learning, provide targeted resources and ensure that all children can access the curriculum and take part fully in nursery life. Staff adapt their teaching, routines and environment thoughtfully so that children's individual needs are met. Practice is strengthened through professional development, including coaching, training and reflective discussion, which gives staff the confidence to respond well. Recent training has focused on autism, inclusive practice and toilet training for children with special educational needs. Staff also work closely with parents and external professionals, using specialist guidance to shape provision and review progress. Consequently, children with special educational needs and/or disabilities and those who may face barriers to learning receive timely help while remaining fully involved alongside their peers. The nursery promotes equality and diversity through its curriculum, resources and daily interactions. Leaders regularly review children's plans, staff development and the use of funding to check that provision remains responsive and effective. Children learn to recognise and respect differences, build positive relationships and develop a secure sense of belonging. As a result, they are engaged and confident learners who show increasing independence and make good progress from their individual starting points.

Leadership and governance

Strong standard

Leaders are enthusiastic and committed to the setting and know it well. They keep children's best interests at the centre of their decisions and use clear systems to check the quality of provision. Leaders know what is working well and what needs to improve. They reflect honestly on practice and use this to set purposeful areas for development. Leaders ensure that staff's wellbeing is given appropriate priority. Staff say leaders are approachable and supportive and that they feel listened to. Leaders have completed first-aid training in mental health, which strengthens the support available to the team. Supervision meetings are held regularly and give staff time to talk about wellbeing, reflect on their practice and identify professional learning needs. Leaders monitor training carefully and make sure staff have opportunities to build their knowledge, skills and confidence. For example, staff attend training on sun safety, Autism and safer sleep. This supports stronger day-to-day practice and better outcomes for children. Partnership with parents is valued and well developed. Staff share information with families face to face, electronically and through other professionals when extra support is needed. This helps parents feel informed and supports consistency between home and nursery. Leaders also make good use of the local community. Children visit the library and local parks and have opportunities to visit residents in sheltered housing. These experiences widen children's understanding of the world around them and reflect leaders' commitment to giving children positive, meaningful experiences.

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

Children are happy and confident in this warm, nurturing nursery. They arrive with ease and are welcomed by familiar staff who know them well. Staff have built strong relationships with children, and this helps them to feel safe and secure from the start of the day. Children settle quickly into familiar routines and enjoy choosing from the well-resourced environment. They play alongside trusted adults, join others for breakfast and become absorbed in activities that interest them. Children are supported by staff who understand their individual starting points and know when they may need extra help. This includes children with special educational needs and/or disabilities and children who may face barriers to learning. Staff notice what children can already do and plan what they need to learn next. They keep a close check on children's development, so any gaps are picked up early. Support is then put in place in the nursery or through other professionals when this is needed. This means the curriculum is inclusive and gives all children the chance to take part, learn and make progress and prepare them for their next stage in learning. Children learn to do things for themselves as part of everyday life in the nursery. Babies are gently encouraged as they pull themselves up on furniture and begin to cruise around, with staff close by to reassure and praise them. Older children build independence through simple routines, such as serving their own food, washing their hands and blowing their noses. Staff step in when children need help, but they also give them time to try for themselves. Outdoors, children are active and purposeful. They ride bikes, explore the mud kitchen and use the construction area, while babies enjoy experiences, such as the swings, which help them develop their confidence and physical skills. Children are given plenty of chances to talk, listen and share their ideas during play. Staff encourage them to express what they need and to play with others. They also help children to think more deeply by asking useful questions and introducing new words at the right time. For example, children use descriptive language as they work out what is hidden in a box, listening to clues, such as, 'It has sharp teeth' and making sounds linked to the object. These small, well-planned moments help children to build their vocabulary, confidence and curiosity.

Next steps

Leaders should ensure continued improvement across the setting, so teaching is consistently age-appropriate to support a transformational impact on all achievements and development.

About this inspection

The inspector spoke with leaders, staff, parents, children, special educational needs coordinator, designated safeguarding lead 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: 2822720
Address: Earl House 2 Miller Street Newcastle under Lyme Staffordshire ST5 1QJ
Type: Childcare on Non-Domestic Premises, Full day care
Registration date: 23/12/2024
Registered person: The Little Den Day Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Staffordshire

Facts and figures

Age range at inspection: 0 to 4
Total places: 43

Data from 24 August 2026

The Little Den Day Nursery - Newcastle Unique reference number (URN): 2822720 Address: Earl House, 2 Miller Street, Newcastle under Lyme, Staffordshire, ST5 1QJ Type: Childcare on non-domestic premises Registered with Ofsted: 23/12/2024 Registers: EYR Registered person: The Little Den Day Nursery Ltd 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 Achievement Strong standard Children achieve impressively well because the curriculum gives them rich opportunities to build the knowledge and skills they need for future learning. They grow in confidence as communicators, develop their physical skills and learn to manage their feelings and relationships with increasing independence. Books are a strong feature of daily life in the setting. Children enjoy sharing stories, looking at pictures, talking about characters and events and hearing new words used naturally during play, group times and routines. This helps them to develop attention, imagination, vocabulary and a real enjoyment of books, so they make strong progress. Children who need extra help, or who are ready for further challenge, are supported to keep moving forward in their learning. They practise important skills, revisit what they know and take the next step through carefully chosen experiences and intervention groups. Children's interests are used well to engage them, while any gaps in learning or emerging needs are identified early. This means that all children, including those with special educational needs and/or disabilities, are able to take part fully, build confidence and make strong progress over time. Children are well prepared for what comes next. They become familiar with new people, routines and environments before they move on, which helps them approach change with confidence. By the time they leave the setting, children have developed the knowledge, skills and positive attitudes they need to continue achieving well in the next stage of their learning. Behaviour, attitudes and establishing routines Strong standard Children demonstrate positive behaviour as staff set clear expectations and model these consistently. Adults encourage good manners, kindness and respect in a calm way. Children learn to share, take turns and consider others during play and routines. For example, during outdoor play, children began looking for spiders and included staff by sharing magnifying glasses, so they could join in. Together, they explored the area, moved resources carefully and commented on the webs they found. Staff use positive reinforcement well, noticing and praising children's efforts. For example, they clap and say 'well done' as children listen carefully, bending their knees and landing safely after jumping. These everyday interactions help children feel confident and secure. Routines are well established across the setting and help children settle quickly. Children arrive happily and have strong relationships with staff, who know them well and respond sensitively to their needs. Visual lanyards are used effectively to show the order of the day, giving children a clear sense of what will happen next. This is particularly helpful for children with special educational needs and/or disabilities, as it supports understanding, reduces uncertainty and helps them take part confidently in the setting. Staff promote attendance and punctuality consistently. Clear policies and procedures are understood by staff and shared with parents. This joined-up approach gives children consistency between home and nursery. As a result, children feel settled, follow familiar expectations and develop the positive attitudes they need. Children's welfare and wellbeing Strong standard Children's welfare and wellbeing are given high priority across the setting. Leaders and staff know the children well, including those with special educational needs and/or disabilities, and use this knowledge to provide calm, consistent support. The settling-in process is thorough. For example, for babies, staff gather important information about sleep routines, feeding, weaning and any known allergies. The key-worker system is well embedded, enabling children to form secure relationships with staff. As a result, children feel safe, reassured and confident to ask for help when they need it. Parents say their children are happy and content in the setting and describe staff as approachable and supportive. Leaders and staff understand that each group of children brings different needs. They reflect on daily routines and adapt practice where needed, so that care, safety and wellbeing remain central to the setting. Policies and procedures are reviewed in line with legislation and local authority guidance, then shared with staff and parents. This clear and consistent approach helps everyone understand expectations and ensures that children receive safe, reliable care. Children are supported to develop healthy choices and independence from an early age. Staff promote healthy eating and oral hygiene through everyday routines and information shared with parents. They also encourage children to manage small self-care tasks for themselves, such as wiping their own noses, while offering gentle support when needed. Staff work closely with families so that children receive consistent support at home and in nursery. For example, parents are given home learning packs, including guidance on sun safety, and the setting has achieved sun safety accreditation. This joined-up way of working strengthens children's welfare, encourages independence and helps them develop positive habits that support their long-term wellbeing. Curriculum and teaching Strong standard The setting provides a strong, ambitious and inclusive curriculum that is securely rooted in meeting the needs of the children who attend. Leaders and staff know children well and have a clear understanding of what they want children to learn, experience and achieve across the curriculum. They use their knowledge of child development effectively to plan purposeful experiences that build on children's interests, prior learning and individual starting points. This ensures that all children, including those with special educational needs and/or disabilities, are supported to access the curriculum fully and take part confidently in the setting. Teaching is consistently purposeful, responsive and well matched to children's needs. Staff observe children carefully and use this information to shape meaningful next steps in learning. Across the setting, adults interact warmly and skilfully with children, using conversation, questioning and encouragement to extend thinking and deepen understanding. Personal, social and emotional development is given appropriate priority, with strong relationships, clear routines and a nurturing environment. This helps babies and children to feel safe, secure and ready to learn. As a result, children develop confidence, independence and positive relationships, which provide a strong foundation for learning across the curriculum. Staff promote mathematics and communication and language very effectively through everyday routines, play and adult-led experiences. Children have frequent opportunities to count, compare, sort, recognise patterns, name colours and use new vocabulary in meaningful contexts. For example, during an activity with tea bags, children count the splats they make, recognise and name colours and count in sequence using numbers laid out in front of them. High-quality interactions are a consistent feature of practice. Staff model language clearly, listen carefully and give children time to think and respond. Books, stories and songs are used well to develop attention, imagination and communication skills. Consequently, children are engaged, motivated and confident learners who make consistent and effective progress in their learning and development. Inclusion Strong standard Inclusion is a clear strength of the setting and is embedded consistently in everyday practice. Staff know the children and their families well and take time to build warm, trusting relationships, which help children feel safe, valued and confident. Children's needs are identified early through baseline assessments, regular observations and close partnership with parents. As a result, staff act quickly to put appropriate help in place. Leaders use available funding effectively to reduce barriers to learning, provide targeted resources and ensure that all children can access the curriculum and take part fully in nursery life. Staff adapt their teaching, routines and environment thoughtfully so that children's individual needs are met. Practice is strengthened through professional development, including coaching, training and reflective discussion, which gives staff the confidence to respond well. Recent training has focused on autism, inclusive practice and toilet training for children with special educational needs. Staff also work closely with parents and external professionals, using specialist guidance to shape provision and review progress. Consequently, children with special educational needs and/or disabilities and those who may face barriers to learning receive timely help while remaining fully involved alongside their peers. The nursery promotes equality and diversity through its curriculum, resources and daily interactions. Leaders regularly review children's plans, staff development and the use of funding to check that provision remains responsive and effective. Children learn to recognise and respect differences, build positive relationships and develop a secure sense of belonging. As a result, they are engaged and confident learners who show increasing independence and make good progress from their individual starting points. Leadership and governance Strong standard Leaders are enthusiastic and committed to the setting and know it well. They keep children's best interests at the centre of their decisions and use clear systems to check the quality of provision. Leaders know what is working well and what needs to improve. They reflect honestly on practice and use this to set purposeful areas for development. Leaders ensure that staff's wellbeing is given appropriate priority. Staff say leaders are approachable and supportive and that they feel listened to. Leaders have completed first-aid training in mental health, which strengthens the support available to the team. Supervision meetings are held regularly and give staff time to talk about wellbeing, reflect on their practice and identify professional learning needs. Leaders monitor training carefully and make sure staff have opportunities to build their knowledge, skills and confidence. For example, staff attend training on sun safety, Autism and safer sleep. This supports stronger day-to-day practice and better outcomes for children. Partnership with parents is valued and well developed. Staff share information with families face to face, electronically and through other professionals when extra support is needed. This helps parents feel informed and supports consistency between home and nursery. Leaders also make good use of the local community. Children visit the library and local parks and have opportunities to visit residents in sheltered housing. These experiences widen children's understanding of the world around them and reflect leaders' commitment to giving children positive, meaningful experiences. What it's like to be a child at this setting Children are happy and confident in this warm, nurturing nursery. They arrive with ease and are welcomed by familiar staff who know them well. Staff have built strong relationships with children, and this helps them to feel safe and secure from the start of the day. Children settle quickly into familiar routines and enjoy choosing from the well-resourced environment. They play alongside trusted adults, join others for breakfast and become absorbed in activities that interest them. Children are supported by staff who understand their individual starting points and know when they may need extra help. This includes children with special educational needs and/or disabilities and children who may face barriers to learning. Staff notice what children can already do and plan what they need to learn next. They keep a close check on children's development, so any gaps are picked up early. Support is then put in place in the nursery or through other professionals when this is needed. This means the curriculum is inclusive and gives all children the chance to take part, learn and make progress and prepare them for their next stage in learning. Children learn to do things for themselves as part of everyday life in the nursery. Babies are gently encouraged as they pull themselves up on furniture and begin to cruise around, with staff close by to reassure and praise them. Older children build independence through simple routines, such as serving their own food, washing their hands and blowing their Inspector: Adele Chandler About this setting Unique reference number (URN): 2822720 Address: Earl House 2 Miller Street Newcastle under Lyme noses. Staff step in when children need help, but they also give them time to try for themselves. Outdoors, children are active and purposeful. They ride bikes, explore the mud kitchen and use the construction area, while babies enjoy experiences, such as the swings, which help them develop their confidence and physical skills. Children are given plenty of chances to talk, listen and share their ideas during play. Staff encourage them to express what they need and to play with others. They also help children to think more deeply by asking useful questions and introducing new words at the right time. For example, children use descriptive language as they work out what is hidden in a box, listening to clues, such as, 'It has sharp teeth' and making sounds linked to the object. These small, well-planned moments help children to build their vocabulary, confidence and curiosity. Next steps Leaders should ensure continued improvement across the setting, so teaching is consistently age-appropriate to support a transformational impact on all achievements and development. About this inspection The inspector spoke with leaders, staff, parents, children, special educational needs coordinator, designated safeguarding lead 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. Staffordshire ST5 1QJ Type: Childcare on non-domestic premises Registration date: 23/12/2024 Registered person: The Little Den Day Nursery Ltd Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Staffordshire 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 43 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. 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