URN 2859982 · Inspected 2026-09-17 · Published 2026-10-19 · Inspector: Sarah Dixon-Jones
Little Acorns Day Nursery Unique reference number (URN): 2859982 Address: 9 North Terrace, Skelton, Cleveland, TS12 2ES Type: Childcare on non-domestic premises Registered with Ofsted: 29/08/2025 Registers: EYR Registered person: Hind, Kay Anne Inspection report: 17 September 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. Expected standard Achievement Expected standard Children make progress through the curriculum from their starting points. They build successfully on what they already know and can do as they move through the nursery. Children develop new knowledge and skills across the curriculum and continue to make progress as they transition between rooms and stages of learning. Children develop communication and language skills through regular opportunities to listen, speak, sing and engage in conversations with adults and their peers. Younger children are encouraged to communicate through gestures, sounds and emerging language, while older children build confidence in expressing their ideas and understanding new vocabulary. Children, including disadvantaged children, those with special educational needs and/or disabilities, those known or previously known to children's social care and those who face other barriers to learning and wellbeing, generally achieve well from their starting points and participate fully in learning experiences alongside their peers. Children gain the knowledge, skills and confidence needed for their next stage of learning. They become increasingly independent, develop positive attitudes to learning and are generally well prepared for transition within the nursery and on to school. Behaviour, attitudes and establishing routines Expected standard Leaders have established a caring and welcoming environment where children are supported to understand routines and expectations from an early age. Staff provide consistent guidance and encouragement, helping children feel secure and confident as they move through the nursery day. As a result, children typically understand what is expected of them and respond positively to daily routines. Warm and nurturing relationships underpin children's experiences throughout the nursery. Staff know children well and respond sensitively to their individual needs and circumstances. Staff support children to share, take turns and consider the feelings of others. Children generally demonstrate positive attitudes to learning and sustain concentration during activities that interest them. Staff use praise and encouragement effectively to celebrate children's efforts and achievements, helping to build confidence and resilience. Leaders promote the importance of regular attendance and work closely with families to overcome barriers where they arise. This helps children establish positive habits and routines that support their future learning. Staff take account of children's ages, stages of development and individual circumstances when supporting behaviour and routines. Adaptations are made where required so that children, including those with special educational needs and/or disabilities and those who face other barriers to learning and wellbeing, can participate successfully alongside their peers. While expectations are generally understood and applied consistently, opportunities to further strengthen children's engagement and independence throughout all parts of the nursery day are not yet fully embedded. Children's welfare and wellbeing Expected standard Leaders and staff ensure children benefit from care that is tailored to their individual needs, supported by practitioners who know them and their families well. Staff work closely with parents and other professionals to help ensure that children, including those with special educational needs and/or disabilities, disadvantaged children and those who face other barriers to learning and wellbeing, receive the support they need. Children develop secure attachments with their key person and other familiar adults. Warm, responsive relationships help children feel safe, valued and emotionally secure. Staff respond sensitively to children's individual needs and provide reassurance and comfort when needed. As a result, children settle well and demonstrate a strong sense of belonging within the nursery. Practitioners support children to recognise and express their feelings and emotions. Through daily routines, conversations and activities, children learn about themselves, develop growing confidence and begin to understand how their actions affect others. Effective care practices support children's physical wellbeing. Staff implement safe sleeping arrangements consistently and ensure that feeding, sleeping and personal care routines meet children's individual needs. Children benefit from opportunities to be active and develop their physical skills. However, opportunities to consistently promote children's independence, understanding of healthy lifestyles and learning through outdoor experiences are not yet fully embedded across the nursery day. Curriculum and teaching Expected standard Leaders have developed a curriculum that is shaped by children's interests and experiences. Staff have a secure understanding of what they want children to learn and use themes such as 'All About Me' to help children build knowledge and skills across the areas of learning. Leaders regularly review provision and identify areas for improvement to support the continued development of the curriculum. Communication and language are prioritised throughout the nursery. Staff engage children in conversations, introduce new vocabulary and use songs and stories to extend children's language development. Practitioners support children's mathematical understanding through both planned activities and everyday experiences. For example, children count fingers during creative activities, compare quantities while feeding farm animals and use mathematical language as they play. Staff know children well and use observations and assessment information to identify what children know and can do. This helps them to plan experiences that reflect children's interests, needs and stages of development. Children with special educational needs and/or disabilities, disadvantaged children and those who face other barriers to learning benefit from appropriate adaptations that help them participate alongside their peers. The curriculum gives appropriate attention to children's physical, personal, social and emotional development, with children being supported to develop confidence, relationships and self-awareness through daily routines and play experiences. However, opportunities to consistently extend learning, promote independence and develop children's understanding of healthy lifestyles, particularly during mealtimes and outdoor learning experiences, are not yet fully embedded across the nursery day. Inclusion Expected standard Leaders identify children's needs promptly and work with families to ensure that appropriate support is put in place. Staff know children well and use observations to identify emerging needs and any barriers to children's learning. This helps practitioners to respond quickly when children require additional support. Leaders work effectively with staff, parents/carers and external professionals to assess, plan and review support. Leaders seek advice from agencies, including health visitors, speech and language therapists and portage services when required to ensure that children's needs are understood and addressed appropriately. Staff implement recommended strategies to help children access learning experiences alongside their peers. Leaders monitor children's progress and regularly review support to help ensure that strategies continue to meet children's changing needs. Children with special educational needs and/or disabilities receive support that is generally well matched to their individual circumstances. Leaders have a secure understanding of the needs of disadvantaged children and use early years pupil premium funding appropriately to help reduce barriers to participation and support attendance. Children who are known or previously known to children's social care are supported sensitively. As a result, all children who face barriers to learning are included fully in nursery life and are supported to make progress from their starting points. Leadership and governance Expected standard Leaders have a secure understanding of the nursery's strengths and areas for development. They know the children, families and staff well and use self-evaluation to identify priorities that will further improve children's experiences. Leaders review practice regularly and take appropriate action where improvements are needed, including those relating to curriculum delivery, outdoor learning and promoting children's independence and healthy lifestyles. Leaders work in the best interests of children and have a clear understanding of the needs of disadvantaged children, children with special educational needs and/or disabilities and those known or previously known to children's social care. Staff work effectively with parents, health visitors, speech and language therapists, portage services and other professionals to help ensure children receive the support they need. Leaders consider staff wellbeing when making decisions. Staff report feeling valued and supported and appreciate the changes leaders have made to working patterns to help promote a work–life balance. Professional development opportunities, supervisions and appraisals support staff in developing their knowledge and skills and help them understand their roles and responsibilities. Partnerships with parents are positive and contribute to children's learning, development and wellbeing. Parents describe the nursery as welcoming and supportive and value the information and guidance they receive from staff. Leaders maintain appropriate standards of education and care while continuing to identify areas for further improvement. What it's like to be a child at this setting Children arrive happily and settle quickly into nursery life, supported by familiar staff, well- established routines and strong relationships with their key person. They develop warm and trusting relationships with adults who know them well and understand their individual needs, interests and family circumstances. As a result, children feel safe, secure and valued. Parents describe the nursery as a welcoming, homely environment where children feel part of the nursery family. Children engage in a range of learning experiences that support their development across the curriculum. Babies explore painting activities with enthusiasm, making handprints and footprints while hearing adults model counting and number language. These interactions help children build communication, language and early mathematical knowledge. Children's attempts to communicate through gestures, sounds and emerging words are listened to carefully and responded to positively, helping to develop communication and language from an early age. Children become increasingly confident learners. For example, children remained deeply engaged while exploring spaghetti and rice using tweezers and tongs, developing their fine motor skills while talking about parts of their body through mirror play. Staff sensitively join children in their play, encouraging them to think, talk and solve problems. Children benefit from opportunities to sing songs, listen to stories and share conversations throughout the day, helping them to build the language skills they need for future learning. Children learn alongside their peers and develop positive relationships with others. Staff support them sensitively to understand feelings, turn-taking and responding kindly to one another. Children, including those with special educational needs and/or disabilities, make progress from their starting points because staff understand their individual needs and work closely with families and professionals to help reduce barriers and support children's development. Inspector: Sarah Dixon-Jones About this setting Unique reference number (URN): 2859982 Address: 9 North Terrace Skelton Cleveland TS12 2ES Type: Childcare on non-domestic premises Children understand routines well and move through the day with confidence. While children benefit from a range of experiences that support their learning and development, opportunities to further promote independence, healthy lifestyle knowledge and outdoor learning are not yet consistently maximised. Nevertheless, children are generally well prepared for their next steps in learning and development. Next steps Leaders should strengthen the consistency of teaching and interactions across the nursery so that all staff maximise opportunities to extend children's learning throughout the day, including during routines and mealtimes. Leaders should continue to develop the curriculum, particularly within outdoor learning, so that children have consistent opportunities to develop their physical skills, independence and understanding of healthy lifestyles. About this inspection The inspector spoke with leaders, practitioners, parents and the special educational needs coordinator during the inspection. We carried out this inspection under section 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. Registration date: 29/08/2025 Registered person: Hind, Kay Anne Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00 Local authority: Redcar and Cleveland Facts and figures used on inspection This data was available to the inspector at the time of the inspection. This data is from 17 September 2026 Children numbers Age range of children at the time of inspection 0 to 3 Total number of places 40 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. 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