Little Monsters Nursery

Little Monsters Nursery
Unique reference number (URN): 2757540
Address: 390 Derby Road, Chesterfield, Derbyshire, S40 2EU
Type: Childcare on non-domestic premises
Registered with Ofsted: 31/10/2023
Registers: EYR, CCR, VCR
Registered person: Little Monsters Nursery Ltd
Inspection report: 18 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.

Expected standard
Achievement Expected standard
Overall, children achieve well in their learning and development from their individual starting
points. This helps them to build and develop the skills and knowledge they need for their
future. Children with special educational needs and/or disabilities (SEND) access additional
support to promote their progress. For example, children build on their speaking skills as
they confidently use new words, such as the names of different dinosaurs in their play.
Children who face barriers to their learning succeed in reaching appropriate milestones. This
is particularly evident for those children with SEND. Adaptions are made to allow children
with SEND to access a full curriculum. For example, changes to the environment promote
accessibility for children who have limited mobility. This results in children gaining
confidence, joining in with their peers and developing appropriate physical skills.
Behaviour, attitudes and establishing routines Expected standard
Staff recognise the importance of familiar routines to encourage children's feelings of
security and belonging. Children arriving in the setting settle quickly because staff prepare
them well for what will happen now, and next. Children are well behaved and understand
staff's expectations for behaviour. Staff act as good role models. This is demonstrated as
children repeat common instructions to one another, which mimic those given by staff to
reinforce their expectations. Children praise one another for positive behaviours, such as
sharing, taking turns, tidying toys away and sitting nicely for meals. Older children are able
to resolve minor disagreements independently with only limited staff intervention required.
As children of all ages mix together, particularly when playing outside, younger children are
prepared for the move to the next age group within the setting. Transitions between rooms
are managed sensitively and staff share what they know about individual children, and how
best to support them, with their colleagues. This means that children's support and progress
continues to be well managed as they progress through the setting. Warm interactions
between key persons, children and parents support a shared understanding of what
happens and why. Staff encourage regular and punctual attendance as they promote the
importance of children accessing their early education to support their development,
achievement and transition to school.
Children's welfare and wellbeing Expected standard
Staff know children well. Children with special educational needs and/or disabilities, or those
that have other barriers to their learning have their individual care needs recognised and
met. For example, staff use advice from medical professionals to ensure children can
access the full curriculum. Leaders work with other professionals to implement personal
education plans for eligible children. This ensures that those children are supported to
access their early education and any barriers are swiftly identified and removed.

Staff's focus on children's physical development is complemented by the provision of healthy
food, fresh air and opportunities to learn and talk about emotions. A calm approach
promotes children's attitudes to learning. Staff actively encourage children to persevere
when tasks are tricky. Children are encouraged by staff to make and maintain positive
relationships with key persons and with one another. As a result, children show care for their
friends by sharing, turn-taking and playing cooperatively.
Parents report feeling involved in and informed of decisions about their children's learning
and care. They report that key persons have the best interests of their children at heart. This
is evident as young children separate confidently from parents into the care of staff as they
arrive. On collection, key persons give parents information about the children's day. Regular
feedback supports parents to continue children's learning at home.
Curriculum and teaching Expected standard
Leaders carefully plan for children's continued individual progress. Staff prioritise children's
communication skills. They plan engaging group times for older children, revisiting familiar
stories and songs. Younger children play in small groups directed by staff, who allow time for
children to process and respond to increasingly more complex sets of instructions when
describing plans for the day. Generally, children are supported by skilled staff, who speak
slowly and clearly, introducing new vocabulary. Young children know that finger bones are
called phalanges. Not all staff consistently use the same dynamic approach. For instance, at
mealtimes some staff adopt a more supervisory role, meaning children's developing
vocabulary is not always promoted as well as it could be.
Staff use mathematical language to describe position, such as in front, behind and next to,
as children play with toy vehicles. They ask children about capacity as they play in the
outside area, scooping and filling containers with mud. As a result, children make accurate
comparisons. Children's independence and self-help skills are promoted by staff, who
encourage them to do things for themselves even when tasks are tricky. For example, young
children choose and peel their own fruit at snack time.
Leaders promote children's physical development. They provide staff training in how to
support appropriate movement activities. Staff provide children with regular dancing and
stretching activities as part of the curriculum.
Inclusion Expected standard
Leaders and staff have developed a nurturing environment, where all children are welcome
and included. They have developed processes that enable them to respond swiftly to all
children's individual needs, including for children with special educational needs and/or
disabilities (SEND), or those that face other barriers to their learning. They work closely with
parents and other professionals to understand how best to support children. They use this
information as part of a graduated approach that allows them to regularly assess the impact
of their provision for children and make further adaptations where necessary. This helps
them ensure that children are making effective progress from their starting points.
Leaders ably identify children with SEND from the earliest opportunity. They work with the
whole staff team to develop appropriate interactions, experiences and adaptions for those

children. This helps children to feel confident and included. All staff share high expectations
for children, which are communicated frequently as they share children's accomplishments
and next steps. Additional funding received for children is thoughtfully utilised to remove
barriers to learning, for example to support staff training in speech and language
programmes. This aids early identification of children who have delays in their
communication skills, and gives staff the tools they need to help children make progress.
Leadership and governance Expected standard
Leaders are aware of the strengths within the setting and among the staff. Generally, they
demonstrate appropriate insight into what they do well as a team, and what they want to
develop further to benefit all children. Overall, they provide appropriate targets for staff to
achieve. This promotes staff's professional development and knowledge. Some staff would
benefit from a more bespoke training offer, which would further enhance their practice. Staff
report that they feel supported and that there is a positive team culture, where they feel safe
and appreciated by leaders. Staff undertaking training in childcare qualifications, are
coached and mentored by leaders, who help them implement what they have learned.
Leaders make decisions with children's best interests in mind. For example, they rearrange
the available space to accommodate the different age groups within the setting, making the
environment as inclusive and accessible as possible. They are proactive when involved in
multi-agency teams, who support children who are disadvantaged, those with special
educational needs and/or disabilities and those who face other barriers to learning and/or
wellbeing. Children benefit from this appropriate and additional support. Leaders understand
and reinforce the importance of effective safeguarding practice. They offer regular formal
staff training and informal methods of assuring staff's safeguarding knowledge is embedded.
Staff are regularly offered opportunities to demonstrate their understanding. This ensures
children's safety and wellbeing.
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 show they feel safe in this welcoming setting. They interact positively with staff and
their peers and enthusiastically tell their parents at the end of the day about what they have
been learning. Children of all ages eagerly join in with shared stories, books and songs.
They pay attention in group times together and excitedly participate in sharing their news
and views, while also listening to others. Children confidently use simple sign language,
such as good morning, please and thank you, to complement their speech, for example,
when they greet one another or when playing together.
Staff understand children's interests and encourage them to find out more. For example,
when children speak about space rockets, staff use open-ended questions to encourage
children to think about space and planets. Children use books, toys and songs to explore
these ideas, supported by staff.
Children's physical development is promoted by staff. Children enjoy playing outdoors,
where they can run, balance, use ride-on toys and practise navigating space and obstacles.
Indoors, they concentrate as they use small tools to dig and move sand between different
containers.
Children seek reassurance from familiar staff if they need comfort. Staff respond sensitively,
enabling children to quickly reengage with their peers. Children of all ages demonstrate their
independence. Younger children are supported to make choices about what activities they
want to engage in and are encouraged by staff to try and feed themselves using cutlery.
Older children ably dress themselves for outside play with minimal assistance from staff.
Staff gently encourage children to keep trying when tasks are difficult and celebrate their
attempts and successes. This helps children to make the progress they are capable of.

Inspector:
Lou Goodger
About this setting
Unique reference number (URN): 2757540
Address:
390 Derby Road
Chesterfield
Derbyshire
S40 2EU
Type: Childcare on non-domestic premises
Registration date: 31/10/2023
Registered person: Little Monsters Nursery Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Next steps
Leaders should develop sharper methods of self-reflection to identify and address any
areas where practice could be stronger, and which would improve children's outcomes
even more.
Leaders should provide staff with more focused targets for their continued professional
development, which promote children's communication more consistently across the staff
team.
About this inspection
The inspector spoke with leaders, staff, the special educational needs coordinator, the
designated safeguarding lead, parents 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.

Local authority: Derbyshire
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 18 February 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
16
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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