Little Einsteins Nursery

Little Einsteins Nursery
Unique reference number (URN): 2545609
Address: Woodville House, Woodville Street, St Helens, Merseyside, WA10 1ET
Type: Childcare on non-domestic premises
Registered with Ofsted: 27/09/2019
Registers: EYR, CCR, VCR
Registered person: Fielding Leisure Limited
Inspection report: 23 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
Behaviour, attitudes and establishing routines Strong standard
Staff prioritise forming loving relationships with the children, which helps children feel secure
and confident in the environment. Children enjoy the time that they spend with staff and
each other. Staff provide care and reassurance throughout the day, including hugs when
needed. As babies see their key person during a game of 'peepo', they beam with
happiness. Children respond well to the consistent expectations from staff and use
impeccable manners and behaviours. Staff support all children to understand routines. For
example, children relish learning songs while they wash their hands and know the song to
sing while they line up to play outdoors. Children eagerly follow instructions and are
respectful towards their peers.
Staff talk to children about the importance of playing cooperatively. Children engage well
together in group singing and story sessions. They take turns and show kindness towards
each other. Children invite each other into their play and pour each other a drink in the role-
play area. They consistently have positive attitudes towards learning and each other.
Leaders fully understand the importance of having consistent expectations for children's
behaviour at home and in the setting. They understand the importance of helping children
develop good habits for the future. For example, staff support parents to establish consistent
bedtime routines at home. These excellent working relationships with families help children
to get enough rest and to attend regularly.
Inclusion Strong standard
Leaders have created a highly inclusive setting where all children are welcomed and
supported, regardless of their needs. Effective transition arrangements provide opportunities
for staff to gather each child's background and experiences. Parents and carers share how
their children's uniqueness is cherished, including those with special educational needs
and/or disabilities (SEND) or who are known to other statutory agencies. Embedded
assessment procedures support staff in identifying any delays in development and in quickly
taking steps to narrow gaps through targeted teaching and support. Extremely strong
partnerships with parents have been established, and this helps to provide a consistent
approach to supporting children's individual needs.
Staff fully understand the importance of making adaptations to ensure that all children can
access the curriculum. Some staff are expertly trained to support children with SEND. They
liaise closely with a range of specialist agencies to reduce barriers to children's learning.
Leaders have clear oversight of the use and impact of any additional funding and involve
parents in these decisions. For instance, some funding is used to provide additional training
for staff, specifically focusing on supporting children's speech and language development.
This helps children with SEND to make rapid progress in their development and learning.
Gaps in children's communication and language skills narrow rapidly. Children become
confident and competent communicators.

Expected standard
Achievement Expected standard
All children achieve well from their starting points, including those who may face any barriers
to their learning and/or wellbeing. This equips children with the skills needed to support
them for later learning. Children's learning is consolidated as they eagerly play and explore,
which builds their confidence in the skills that they have learned.
Children are confident in communicating their needs and interests. They understand that
what they have to say is valued by staff. As a result, children are confident when speaking
with their friends and their key persons about what they like about nursery, including their
favourite activities. Babies point to items, staff name them and babies attempt to copy the
words.
Children show confidence to do things for themselves. They independently access tissues
when they need to wipe their own noses. Younger children practise the scooping and
grasping skills that they need to later feed themselves as they scoop sand and rice. They
then competently feed themselves with a spoon at mealtimes. Older children serve their own
food and scrape their plates into the bin when they have finished. Children show high levels
of self-esteem and independence.
Children's welfare and wellbeing Expected standard
Children's welfare and wellbeing are generally prioritised across the nursery. Staff provide
many opportunities to talk to children about the importance of personal hygiene and self-
care practices. Consistency between the setting and home supports children as they begin
toilet training. Staff model good hygiene practices, and children follow these expectations
throughout the day, such as washing their hands after wiping their noses and covering their
mouths when they cough. However, some staff have not given careful consideration to how
they ensure that germs are minimised at all times during children's play. For example, on
rare occasions when children explore natural items with their mouths, some staff are not as
vigilant to the impact that this could have on children's good health. However, other staff
immediately respond, and this minimises the risk to children's health. Children are taught the
importance of good oral health as they brush their teeth each day at nursery and talk about
the importance.
Staff prioritise developing secure and responsive relationships with the children, and this
ensures that care practices are effective in meeting children's individual care and wellbeing
needs. They take time to talk to children about their feelings. Children independently talk
about their own feelings as they look in the mirror and point out how characters in books
may be feeling. Staff value children's differing emotions, which helps children develop a
secure sense of emotional wellbeing.
Children are given many opportunities to be physically active in the fresh air. Children run
and climb as staff remind them how to stay safe on the slide. They initiate chasing games,

then talk about the impact on their bodies as their hearts beat faster. Staff support children's
physical development well.
Curriculum and teaching Expected standard
Leaders have devised a clear, aspirational curriculum, and overall, this is implemented well.
They provide training and support to staff that positively impact the quality and consistency
of interactions staff have with children.
Staff use children's interests and next steps in learning to provide a range of exciting and
appropriate experiences across all areas of learning. However, when planning activities,
staff do not always carefully consider what they intend for children to learn, resulting in some
activities that do not consistently build on children's knowledge and skills. This said, children
with special educational needs and/or disabilities have clear targets and access to activities
that are specifically adapted to target their areas of need. Furthermore, children eagerly join
in with all activities on offer. As children access painting activities, they cheer with
excitement. Staff extend this as they describe the marks children make, discuss patterns
and name different shapes and colours.
Leaders prioritise supporting children's communication and language skills. Staff provide a
range of books for children to explore. Children request their favourite stories and show
enjoyment as staff read these aloud. They talk about their favourite parts and act out the
story with puppets using the language that they have learned. Staff use opportunities in play
to introduce early mathematical concepts. For example, as children fill and empty containers
with rice, staff introduce language such as full and empty. Children then use the knowledge
that they have learned in their own play, such as describing their creations as 'giant'.
Staff working with babies place high importance on supporting their emotional needs.
Established caring relationships support all babies, including those new to the setting, to feel
secure and ready to explore. Babies confidently explore the well-arranged environment that
encourages them to be physical in their play. They confidently climb up small slides and pull
themselves up to take part in creative activities.
Leadership and governance Expected standard
Leaders are ambitious for children and invest in professional development. Staff describe
feeling well supported and able to raise concerns. Leaders evaluate practice and recognise
what is working well and where further development is needed. Overall, this is accurate, and
leaders ensure training focusses on these areas of development and the needs of the
children. Leaders have identified minor inconsistencies in the standard of staff interactions
with children. They have begun targeting this area through mentoring and training, and they
have plans in place to continue these improvements. This is beginning to have a positive
impact throughout the setting.
Effective two-way flow of information ensures that parents are kept well informed of
children's development. They are supported by staff effectively to continue their children's
learning at home. This helps to support consistency for children's care and education.

Leaders work with a range of external services to help children who need additional support
or protection. They use extra funding well to support disadvantaged children and those with
special educational needs and/or disabilities to thrive. For example, specific training has
been provided to support staff in assessing and promoting children's speech and language
development. This targeted approach helps to remove barriers to learning so that all
children can achieve the best possible outcomes.
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 settle into nursery life quickly. Staff take time to get to know each child and their
families through the flexible settling-in procedures. Partnerships with parents and carers are
a real strength of this nursery. Parents feel welcomed and valued. Children benefit from
secure links between home and the nursery. This helps all children feel secure and ready to
learn. This approach is particularly effective for disadvantaged children and those with
special educational needs and/or disabilities.
Leaders have a clear awareness of the needs of the children and the families who attend.
They have used this to shape an aspirational curriculum that is typically implemented well.
Parents work closely with staff to discuss children's progress and next steps in learning. For
example, parents share their children's interests at home, and staff skilfully weave these into
the curriculum. This also helps staff to plan a learning environment that captures children's
interests and keeps them motivated to learn.
Children demonstrate a love of learning. Babies illustrate this when they cannot contain their
excitement, shaking musical instruments as the staff sings songs to them. Older children
show impressive concentration and social skills as they work together in the role-play area.
They enact the roles of waiters and attempt to write for different purposes, such as taking
pretend food orders.
Children show a real love of early mark making. They are provided with many opportunities
to develop their small-muscle skills needed to support writing when they are older. For
example, they spread glue with spreaders and squeeze dough, and babies grasp and build
with stacking objects. Staff model writing for a purpose as they write notes throughout the
day. Older children show pride as they recognise letters in their names. Children
demonstrate positive attitudes towards their learning, which helps them to achieve well and
enables them to make progress from their starting points.
Next steps
Leaders should help staff to define learning intentions for activities more precisely, so
these experiences consistently build on children's knowledge and skills.
Leaders should strengthen the implementation of the policies and procedures to
consistently promote children's wellbeing.
About this inspection
The inspector spoke with the nominated individual, the manager, practitioners, the special
educational needs coordinator, 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

Inspector:
Rebecca Weston
About this setting
Unique reference number (URN): 2545609
Address:
Woodville House
Woodville Street
St Helens
Merseyside
WA10 1ET
Type: Childcare on non-domestic premises
Registration date: 27/09/2019
Registered person: Fielding Leisure Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: St Helens
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 February 2026
Children numbers
Age range of children at the time of inspection
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.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.

0 to 4
Total number of places
86
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.
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