Little Pickles Nursery Tenterden Limited

Little Pickles Nursery Tenterden Limited
Unique reference number (URN): EY558486
Address: Unit 11, Pickhill Farm, Smallhythe Road, Tenterden, Kent, TN30 7LZ
Type: Childcare on non-domestic premises
Registered with Ofsted: 07/08/2018
Registers: EYR
Registered person: Little Pickles Nursery Tenterden Ltd
Inspection report: 18 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.

Strong standard
Achievement Strong standard
All children, including those with special educational needs and/or disabilities, progress
extremely well in their learning and development. They develop the confidence they need to
explore and experiment in their play and become independent, motivated learners. Children
are very well prepared for moving on in their education, including starting school.
Children become articulate communicators. Babies understand and practise key vocabulary
linked to their activities, families and care needs. Older children use their rapidly developing
language to share their ideas, ask questions and instigate lively conversations. They use
expressive vocabulary, particularly when displaying excited or kind behaviour. For example,
they eagerly reassure a member of staff who is demonstrating a paint technique that their
picture is 'going to be amazing'.
Children readily use mathematical language as they play, for example counting and
comparing colours, shapes and sizes. They also speak knowledgeably on a range of
subjects that link to learning gained from previous experiences, such as making pizzas or
gardening.
Behaviour, attitudes and establishing routines Strong standard
Routines are very skilfully designed to reflect children's needs and to minimise disruptions to
their play and learning. With the support of staff, children quickly begin to understand what is
going to happen next. When needed, staff provide extra support for individual children,
including using sign language. This helps to ensure that all children build their sense of
security and confidence.
Leaders and staff support children's behaviour extremely well. The harmonious atmosphere
and abundance of exciting activities keep children engaged in and focused on positive
experiences. Staff are also very successful at promoting children's social skills. They do this
through superb role modelling and by teaching children how to manage their emotions,
share and take turns. All children behave extremely well. Children form positive, trusting
relationships with staff, and genuine friendships with other children.
When a child does not attend a scheduled session, leaders follow up promptly to check on
their wellbeing. They promote regular attendance well with parents to enable children to
benefit as fully as possible from the curriculum.
Children's welfare and wellbeing Strong standard
Leaders and staff are wholly committed to promoting children's emotional and physical
wellbeing. They provide the care, support and teaching that each child needs to thrive. Older
children receive recognition, praise and encouragement. Babies enjoy reassuring cuddles,
and staff are alert to their individual nonverbal signals, such as when they are becoming

tired. Staff communicate effectively with parents to understand how to settle each child.
Sleep arrangements are entirely appropriate and reflect current safety guidance.
All children benefit from the healthy snacks and meals prepared on site. Their individual
dietary requirements are fully understood and respected. For example, allergies are catered
for, and the cook prepares food for younger children to the texture they require. Mealtimes
are wonderful social occasions, and staff use these opportunities to promote children's
independence. For example, from a very young age, children serve their food and learn to
use cutlery and tableware.
Nappy-changing and toileting arrangements are hygienic and sensitively managed.
Children's dignity is promoted well, and staff ask children before carrying out personal care
tasks.
Curriculum and teaching Strong standard
Leaders have devised a clear, ambitious and expertly sequenced curriculum that covers all
areas of learning. Staff are fully involved in planning the activities that sit within the
curriculum. They skilfully tailor these to reflect the needs of all children taking part, including
those with special educational needs and/or disabilities. Staff use their thorough knowledge
of each child's interests and abilities to plan experiences that they enjoy and that extend
their learning.
Staff employ a range of teaching techniques, designed to capture and maintain children's
interest and promote their intended learning. At times, staff give precise instructions and
teach specific skills. For example, children concentrate on matching corners, as
demonstrated by staff, as they carefully fold paper in half. They copy the example they have
observed to place paint carefully to create a butterfly image when the paper is unfolded. At
other times, staff monitor children's play and astutely identify when to intervene to build on
their interests to add new ideas and language. For example, children drawing at a
whiteboard respond enthusiastically when staff suggest drawing faces, identifying and
naming each facial feature. At all times, staff interactions significantly enhance children's
learning and enjoyment.
Inclusion Strong standard
There is a very clear and successful focus on identifying children's unique personalities,
learning styles and individual needs. Leaders and staff have highly effective arrangements
to assess children's abilities and monitor their ongoing progress. Through these processes,
they identify any emerging gaps in learning and/or development at the earliest opportunity.
When children need specific support, leaders and staff implement highly individualised
'nurture and thrive' setting support plans. These focus precisely on helping children to catch
up, and highlight whether further input is needed from other agencies. Leaders and staff
have extensive experience of working with parents and a range of relevant professionals to
support individual children. This has helped to ensure that children with special educational
needs and/or disabilities, or other barriers to their learning, achieve extremely well.

Leaders and staff give great consideration to adapting activities so that all children are fully
included and feel represented. For example, they have developed a home corner area
specifically equipped to support those who are adapting to having a new sibling. Leaders
precisely target the use of additional funding to ensure that it enhances the experiences of
the children for whom it is intended.
Leadership and governance Strong standard
Leaders have a crystal-clear vision for their nursery. They have secure and embedded
arrangements to continually reflect on, and improve, all aspects of their work. This results in
provision that is highly efficient and often innovative.
Leaders and staff work extremely well together, and staff morale is high. There is a
tremendous focus on ensuring that children are cared for, and taught by, highly skilled and
experienced staff. In addition, leaders provide extremely useful training for staff to
continually develop their skills and knowledge. For example, they produce videoed
'masterclasses' and guidance documents that outline expectations around specific areas of
practice. These also include details of the reasoning behind these ways of working so that
all staff fully understand the nursery ethos and the benefits to children. These are used to
support new staff, to act as refreshers for existing staff or to introduce new ideas or changes
to legislation.
Partnership working with parents and carers is a key strength. Parents provide extremely
positive feedback and particularly praise the progress that their children make, including
those facing barriers to their learning. Parents also have access to a range of useful
'masterclass' videos. They report that they find these very helpful in understanding and
managing key stages of their child's development. Staff make excellent use of their positive
relationships with parents to enhance children's experiences. For example, they include
parents in the planning of activities and the development of the outdoor play space.
What it's like to be a child at this setting
The wonderfully warm, caring atmosphere within the nursery successfully supports all
children to develop a sense of security. With the support of the friendly, positive staff, all
children gain very mature social skills. The youngest children play happily alongside each
other, and older children busily engage in complex, collaborative games and make genuine
friendships. Each child develops good self-esteem. This is largely due to the focus that staff

Inspector:
place on understanding and celebrating children's individual personalities, as well as
meeting their care and learning needs.
Children have tremendous fun as they play and learn, due to the high quality of the
experiences on offer. For example, staff collaborated with parents to plan a day that fully
immersed children in the world of air travel. Children brought in suitcases, went through
airport security and matched their ticket numbers to their seats. The theme was extended as
children's snacks took the form of in-flight meals. Imaginative, complex and incredibly well-
resourced activities of this standard are commonplace throughout the nursery.
Children's natural curiosity is nurtured from a very early age. They receive endless support
and encouragement to explore and discover. For example, babies develop their hand–eye
coordination as they post spaghetti through the holes of plant pots. They also learn about
capacity as they fill and empty containers. These youngest children hear and learn a vast
array of new vocabulary, and older children engage in lively discussions with their friends
and staff. All children thoroughly enjoy the time they spend outside. The well-equipped
forest-school area creates a fantastic backdrop for children to study nature, use tools and
engage in physical play. They begin to recognise and extend their capabilities as they
challenge themselves, for example negotiating wooden walkways.
All children, including those who face barriers to their learning, make excellent progress.
They benefit from the carefully thought out and well-sequenced curriculum. Children's skills
and knowledge develop and embed as they progress through the nursery. They become
very independent, motivated learners who are more than ready to move on in their
education.
Next steps
Leaders should ensure continued improvement in the successful work to support
individual staff to continually refine their skills and knowledge.
About this inspection
The inspector spoke with leaders and staff, including 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.

Liz Caluori
About this setting
Unique reference number (URN): EY558486
Address:
Unit 11, Pickhill Farm
Smallhythe Road
Tenterden
Kent
TN30 7LZ
Type: Childcare on non-domestic premises
Registration date: 07/08/2018
Registered person: Little Pickles Nursery Tenterden Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Kent
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 18 September 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
53

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
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and regulates services that care for children and young people.
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