Little Einsteins Day Nursery Ltd

Little Einsteins Day Nursery Ltd
Unique reference number (URN): EY335379
Address: Park Infant School, Beverley Road, Doncaster, South Yorkshire, DN2 4JW
Type: Childcare on non-domestic premises
Registered with Ofsted: 05/05/2006
Registers: EYR, CCR, VCR
Registered person: Little Einsteins Day Nursery Ltd
Inspection report: 23 January 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 effective progress in key areas of learning. They become independent in self-
care, such as using the toilet independently, managing buttons and zips, and eating with a
knife and fork. Children build their confidence and self-esteem through positive interactions
with staff and peers. They follow instructions and begin to understand simple rules. Children
enjoy sharing stories. They begin to recognise their own name and can hold a pencil when
drawing.
Overall, staff promote communication and language well. They model new words, such as
'caterpillar', 'nibble' and 'cocoon', to build children's vocabulary. Children with special
educational needs and/or disabilities benefit from planned interventions and consistent
routines. This means that children generally make secure progress from their starting points.
However, some children, such as those who speak English as an additional language, do
not always benefit from consistently high-quality teaching, which can prevent them from
achieving their full potential.
Behaviour, attitudes and establishing routines Expected standard
Leaders promote a positive environment where expectations for behaviour are generally
understood. Staff are strong role models. They promote warm, respectful relationships with
children, encouraging them to play cooperatively. For instance, babies enjoy taking turns
putting shapes into a shape sorter. Older children work together and share their thoughts as
they make a caterpillar collage. Children generally demonstrate positive attitudes to
learning. Staff help them build resilience and begin to understand and manage their
emotions. They work in partnership with parents to implement consistent behaviour
management strategies for children who struggle to regulate themselves.
Leaders work with parents and carers to ensure that children attend regularly. Familiar daily
routines, such as a 'welcome song', promote children's sense of safety and belonging. Each
room has the same core songs and rhymes. This maintains familiarity and continuity for
children. Care routines are tailored to each child's individual needs, helping them feel
secure. Babies are cuddled by key staff while they drink their milk and sleep comfortably in
cots. Children enjoy the social experience of sitting together at mealtimes. Adaptations, such
as specialist chairs, ensure that children with special educational needs and/or disabilities
can participate fully.
Children's welfare and wellbeing Expected standard
Leaders create a calm, orderly environment where children benefit from stable routines,
regular physical activity and healthy, nutritious meals. Rooms are spacious, so children have
ample room to move around and play. Babies benefit from secure attachments with key
staff, who provide warm, responsive interactions. Children enjoy playing outside every day
in the fresh air. They run, jump, climb and balance, which helps them build coordination and
strength. Children learn about healthy lifestyles through daily routines. During play and

discussions, staff encourage them to think about a balanced diet. For example, children
learn that strawberries and oranges are good for them, whereas chocolate cake and ice
cream should be eaten as treats.
Leaders work closely with parents, carers and other professionals to identify and respond to
children's individual needs. They work with them to establish consistent routines for
sleeping, eating and activities. For example, staff have changed routines for some children
because they recognise that busy times of the day trigger unwanted behaviours. They use a
sensory room as a calming space to help children self-regulate and engage in activities
focused on feelings and emotions. As a result, children cope better with changes throughout
the day.
Curriculum and teaching Expected standard
Leaders have designed a carefully ordered curriculum that, overall, supports children's
communication, emotional development and readiness for school well. Staff provide
additional support for children with special educational needs and/or disabilities and those
who have adverse childhood experiences. For example, they use specialist equipment to
support children. This means children can focus their attention more effectively, sit for longer
periods and interact more effectively with staff and peers.
Children develop their social skills when they make play dough together. They take turns
and are able to wait patiently. Children develop physical skills when they use their arms and
shoulders to pour and mix ingredients. They develop core strength as they stand and use
tools to roll and cut. Children make connections in their learning, linking the activity to their
current story. However, staff do not consistently extend children's learning. For example,
they do not encourage children to think about measurements and quantities to build on their
mathematical understanding.
Staff use Makaton to support children's communication skills. However, the quality of
teaching varies across the nursery. For example, staff do not consistently use home
languages to help children communicate more effectively and follow routines. This means
children are not fully supported to make the best possible progress.
Inclusion Expected standard
Leaders identify children's individual needs effectively and take positive action to ensure that
they receive the right support. In general, they work closely with parents and carers and
other professionals to ensure that children with special educational needs and/or disabilities
(SEND) and those known to social care make consistent progress. For example, leaders
work with occupational health to implement targeted interventions for children with SEND.
Leaders use funding effectively and continually review its impact. For instance, they have
purchased a therapy vest to give children a sense of security and help them regulate their
behaviour. Leaders also hire specialist chairs to ensure that children with SEND can fully
participate in mealtimes alongside their peers. However, leaders do not involve parents or
carers in decisions about funding consistently, thereby ensuring the best possible outcomes
for children.

Overall, staff have the skills they need to identify barriers to children's learning. They
complete additional training to support children with SEND and those who have adverse
childhood experiences. Staff monitor children's progress and make adaptations to meet
children's needs. However, they do not use strategies to support children who speak English
as an additional language, such as visual aids, consistently across the nursery. This means
some children are not fully supported to make the best possible progress in developing their
communication and language skills.
Leadership and governance Expected standard
Leaders are reflective and knowledgeable. They review their practice regularly and use their
findings to make changes that improve outcomes for children. For instance, the nursery now
has a 'school room' where children play and learn in small groups. Staff focus on the key
skills children need to start school, such as independence in self-care and being able to
interact successfully with peers and adults.
Leaders have recently reviewed care procedures and accident and injury policy to ensure
that these are implemented consistently across the nursery. They have improved
communication between home and nursery to ensure that information about children's
safety and wellbeing is consistently shared with parents and carers. Staff have received
further training to better understand challenging behaviour, so they can better support
children in regulating their behaviour.
Overall, leaders work in partnership with parents and carers, particularly for children with
special educational needs and/or disabilities and those known to social care. However,
parents are not informed consistently about how additional funding is used to enhance
children's learning to ensure the best outcomes for children. Staff say their wellbeing is well
supported. They access a professional development programme to build on their knowledge
and skills. However, more targeted professional development is needed to raise teaching
standards to a consistently high level across the nursery.
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
All children, including those with special educational needs and/or disabilities, make steady
progress in all areas of learning and development. They are settled and happy in the
nursery. Leaders work in partnership with parents to promote regular attendance and ensure
that children enjoy smooth transitions into nursery and on to school. Parents say the nursery
is welcoming and the staff are kind. Children benefit from positive interactions with adults.
For example, babies cuddle up with their key person on a comfortable sofa to have their
milk. This promotes their emotional wellbeing and sense of safety. In the main, children
behave well. Unwanted behaviour is appropriately handled by staff, who gently remind
children of the expectations for their behaviour.
Children begin to understand the importance of good health and hygiene. They develop self-
care skills ready for the move to school. For example, children use the toilet independently
and use a knife and fork to eat their lunch. They take responsibility for everyday tasks, such
as tidying away toys. Children learn to share, take turns and be kind. As a result, they are
developing secure relationships with their peers.
Each room has the same core songs, rhymes and books, such as 'The Very Hungry
Caterpillar'. This promotes familiarity, confidence and continuity for children. Generally, staff
use Makaton well to support children who struggle with communication. Children develop
mathematical knowledge. They sing counting rhymes and look at numbers in context, such
as 'one apple' or 'two pears'. They learn to solve problems and persevere as they work out
how shapes fit into a shape sorter. Children develop an understanding of early technology
when they use interactive toys that make sounds.

Inspector:
Nicola Dickinson
About this setting
Unique reference number (URN): EY335379
Address:
Park Infant School
Beverley Road
Doncaster
South Yorkshire
DN2 4JW
Type: Childcare on non-domestic premises
Next steps
Leaders should implement further strategies to support children who speak English as an
additional language consistently and help them make the best possible progress in
developing communication and language skills.
Leaders should provide more targeted training to meet staff's individual professional
development needs so that they continually build on their skills and raise the standard of
teaching to a high level throughout the nursery.
Leaders should strengthen parental engagement and involve them consistently in
decisions about how additional funding is used to achieve the best outcomes for their
children.
About this inspection
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.
The inspector spoke with leaders, practitioners, the designated lead for safeguarding,
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
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: 05/05/2006
Registered person: Little Einsteins Day Nursery Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00
Local authority: Doncaster
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 January 2026
Children numbers
Age range of children at the time of inspection
0 to 7
Total number of places
66
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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