URN 2846861 · Inspected 2026-08-11 · Published 2026-09-30 · Inspector: Lisa Troop
Little Berries Childcare Ltd Unique reference number (URN): 2846861 Address: Home Farm, Swinithwaite, Leyburn, North Yorkshire, DL8 4UH Type: Childcare on non-domestic premises Registered with Ofsted: 04/07/2025 Registers: EYR, CCR, VCR Registered person: Little Berries Childcare Ltd Inspection report: 11 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 Behaviour, attitudes and establishing routines Strong standard Children show positive behaviour. This is supported by leaders' and staff's high expectations. Children build warm and trusting relationships with staff, as they settle and are soothed when upset. The explicit teaching of emotional awareness and positive relationships supports children to manage their emotions. Staff use the 'Worry Monster' to help children recognise and express their feelings. Staff praise children in ways that encourages them to regulate their emotions and develop confidence. Key-person arrangements are effective, staff know their key children well and have a clear understanding of what they need to learn next. This information is shared effectively with other staff and ensures everyone is aware of each child's next steps and care routines. Leaders and staff work closely with parents to promote attendance and make reasonable adjustments to support families with the aim to ensuring the best attendance possible for all children. Routines are embedded across the nursery. Children know what to expect and look forward to throughout the day. Mealtimes are a very calm and social experience for children and staff. Staff sit with children and model behaviour expectations. Children's welfare and wellbeing Strong standard Leaders ensure that policies and practices are inclusive and support children's welfare and wellbeing. They ensure that staff receive the right training and support to carry out care routines. For instance, nappy changing routines and nap times are well embedded and are carried out sensitively and with care. Staff understand how to ensure children's safety when eating and sleeping and are vigilant in ensuring that these safe practices are consistently applied. They support children to carry out personal care independently, including handwashing routines. Staff help children to understand the importance of these routines and why they need to take part in them. The environment, both indoors and outdoors, is thoughtfully organised. Leaders and staff create an inviting space where children can be active, relax and engage in purposeful play. Outdoor play is prioritised, and all children are given lots of opportunities for exploration and physical development. Children thoroughly enjoy the space and take the opportunity to climb and explore. Inclusion Strong standard Leaders have high expectations for all children, including those who may be more vulnerable than their peers. Where children may have barriers to their learning, such as showing indications they may have special educational needs and/or disabilities, staff and leaders are swift to respond to these and put support into place. This includes sharing concerns with parents in the first instance, before implementing strategies to support Expected standard children. Support strategies include following individual learning plans, and, if required, contacting external professionals for support. Staff work closely with parents and other agencies to access advice and support. They have accessed support from speech and language therapists when developing the environment. For example, installing an outdoor library in the forest area to support children's early language development. Parents speak very highly of the additional support their children and family receive and praise the nursery's collaborative and caring approach. Leaders are not in receipt of additional funding for any children at the moment, however, they provide children with opportunities and equipment to offer experiences and activities that strengthen their learning and development. Achievement Expected standard All children, including those who face barriers to their learning, develop well across all areas of learning. Children engage positively with songs, discussions and a wide range of play experiences both inside the nursery and outdoors, in the forest area and outdoor play area. Children develop a range of skills that help to prepare them for moving on to school or their next stage of learning. For example, they calmly move from the pre-school room to the dining table and eat their meal with lovely table manners. Children develop positive social skills and interact confidently with adults and with their peers. They remember and share their learning. For instance, they explain how they make fire in the forest area and use moulding clay and sticks to show how they roasted marshmallows. All children, including babies and toddlers, are confident in accessing resources with independence. For instance, babies show high levels of interest and physical skills as they make finger marks in paint. They make choices about where to play, select activities they would like to do, pour drinks and help themselves to snacks. Curriculum and teaching Expected standard Leaders have a clear understanding of the quality of the curriculum and teaching, and are taking action to bring about improvements. Staff understand the areas of learning and can identify what children need to learn next. This helps children to make progress and work towards their full potential. Teaching is typically effective across the setting. Key persons adapt the activity planning to reflect the needs of each child. Overall, the curriculum is designed to teach all areas of learning. There is a clear focus on babies' and children's personal, social and emotional development. Children show sensitivity to their peers and play cooperatively. Staff work hard to develop children's communication and language, inspiring children's love of books. Children delight in choosing stories to read together in the outdoor library. Staff promote children's enjoyment of rhymes and songs throughout the nursery. Children delight in taking part in the 'Magic Bag' activity, even singing the song to parents at home. Interactions between staff and children are positive overall, with staff creating a language- rich environment. Occasionally, staff do not give children the opportunity to respond during conversations. Staff have begun to consider ways to support children's mathematical knowledge and understanding, incorporating mathematics across all areas of learning during practical experiences. Leadership and governance Expected standard Leaders understand the needs of the rural community and use this information to provide appropriate support for children and families. They create an inclusive environment where children and families feel welcome. Overall, they understand the setting's strengths and areas for development and take purposeful action to improve the quality of provision. However, leaders need to have a clearer focus for developing all areas of the curriculum, for example, the breadth of mathematics. Staff benefit from regular supervision sessions and wellbeing checks. They speak positively about the support they receive. Leaders provide ongoing opportunities for professional development through in-house training, apprenticeships and wider learning opportunities. Partnerships with parents are a strength in this setting. Families feedback that their children settle in very well at the setting and that they make good progress. They are particularly pleased with the speech and language development that children make during their time at the nursery. Leaders ensure that children receive the support they need when moving on to school, including accessing additional support for transitions for children who have barriers to their learning. 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 and parents are welcomed into this nurturing and warm environment when they arrive. When children are distressed or upset, they are soothed and gently encouraged to join in. These sensitive and calm interactions continue throughout the day. The warm and positive atmosphere in the nursery encourages children to feel safe. Children show positive behaviours, remembering to say 'please' and 'thank you' during mealtimes with their friends. Children play alongside their friends in the sand and water play, taking turns and sharing. The nursery works well with parents to make sure that the correct support is in place for all children. They have a genuine interest in each of their families. Good attendance is encouraged by the nursery, who consider the needs of children alongside family routines. This allows children to settle and be ready to learn. All children thoroughly enjoy the outdoor activities on offer at the nursery. This is a strength of this setting. Children have access to natural resources and first-hand experiences. They independently explore and investigate things that they may not otherwise have access to. Children take great pleasure in building a den out of sticks and leaves, and using modelling clay to make marshmallows for the campfire. Children are developing well in this nursery. They achieve a range of knowledge and skills across all areas of learning. Overall, staff understand what it is they want children to learn and plan and deliver this to best support children's progress and enjoyment of learning. Where children have barriers to their learning, staff are careful to adapt the planning and Inspector: Lisa Troop About this setting Unique reference number (URN): 2846861 Address: Home Farm Swinithwaite Leyburn North Yorkshire DL8 4UH Type: Childcare on non-domestic premises Registration date: 04/07/2025 activities to ensure that their needs are well met and that they continue to progress in their development, particularly in areas that need greater support. Next steps Ensure that highly effective teaching and interactions with children are embedded across the whole staff team. Ensure the curriculum is designed to teach all 7 areas of learning and development, focusing on developing children's knowledge and skills rather than on activities and experiences. About this inspection The inspector spoke with leaders, practitioners and the special educational needs coordinator 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. A quality assurance visit by an additional inspector was carried out at this inspection. Registered person: Little Berries Childcare Ltd Register(s): EYR, CCR, VCR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30 Local authority: North Yorkshire Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 11 August 2026 Children numbers Age range of children at the time of inspection 0 to 7 Total number of places 36 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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