Little Genius Day Nursery Ltd

Little Genius Day Nursery Ltd
Unique reference number (URN): 2771681
Address: Little Genius Day Nursery, 29 Radial Avenue, London, E14 6UE
Type: Childcare on non-domestic premises
Registered with Ofsted: 13/01/2024
Registers: EYR
Registered person: Little Genius Day Nursery Ltd
Inspection report: 15 April 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.

Needs attention
Achievement Needs attention
Due to limited plans in place, some children do not receive support to remove barriers they
face in their learning, especially for children with special educational needs and/or
disabilities and those who face other barriers to learning. This limits children in making the
progress they are capable of.
Children's achievements across the setting are variable. There are some children who make
steady progress from their starting points. However, inconsistencies in teaching and daily
routines mean that not all children secure and consolidate their learning across the
curriculum. This affects the depth of their understanding and limits how well they are
prepared for the next stage of their learning.
Generally, children develop appropriate communication and language skills. They take part
in singing activities, listen to stories and engage in discussions with staff. This helps to build
on their increasing vocabulary.
Behaviour, attitudes and establishing routines Needs attention
Leaders have yet to fully establish a positive environment and strategies where all staff and
children understand the expectations for behaviour. Staff talk about their expectations for
positive behaviour, such as using 'kind hands', 'inside voices' and 'kind words' during circle
times. However, staff do not embed these expectations during activities. For example, staff
are not consistent in supporting children to regulate their emotions when they become
frustrated.
Routines do not always support the stage of development of the children. For example,
during toothbrushing and mealtimes, children spend long periods waiting for an activity to
begin or their meals to be served. This leads to them becoming bored and disengaged,
sometimes engaging in conflict or moving away from the activity. Staff do not always identify
these incidents as an opportunity to use new techniques they have learned to support
children's learning. As a result, children are not always clear about the rules and do not
always develop necessary skills in sharing and turn-taking.
Leaders focus on monitoring children's attendance. They work closely with parents and
carers to promote punctuality and place importance on children's learning and welfare. Staff
encourage children to help to tidy away toys as they listen to a tidy-up song. This helps
children to take responsibility for their environment and develop key skills they need for life.
Children's welfare and wellbeing Needs attention
Children are not provided with sufficient engaging, age-appropriate activities to enhance
their gross motor skills daily. This hinders younger children's ability to develop and
strengthen their emerging walking skills. Additionally, older children lack opportunities to
take part in engaging opportunities that captivate their interest and strengthen their physical

competence. Staff's implementation of routines does not captivate children's attention and
promote their involvement and understanding of the routine. For example, at times, children
are left seated waiting for meals or wander around with their toothbrushes.
Leaders have a positive stance towards developing children's awareness of a healthy
lifestyle and keeping them safe. The procedures for safer eating are consistently
implemented by informed members of staff. Staff ensure that children are seated and
properly supervised. Food provided to younger children is adequately cut up to prevent
choking hazards. Children have access to healthy meals and snacks daily. Regular
handwashing routines before meals further support children's awareness of hygiene.
Relationships between children and staff are warm and caring. This encourages children to
build warm bonds with their key persons, who know their needs. Staff follow safer sleep
guidelines, with younger children having access to appropriate sleeping facilities that are
suitable for their age. Sleeping children's safety is promoted as they are regularly checked
by staff, who document these checks.
Curriculum and teaching Needs attention
Leaders have yet to gain success at devising a curriculum that is precisely planned. Staff do
not deliver some areas of learning as well as others. There is an unclear focus on what they
want children to know and learn at times. Sometimes, the curriculum is very adult-led. Older
children have limited opportunities to be independent and follow their own ideas. The
setting's curriculum for physical development is not thought through enough to enhance the
large motor skills of both the younger and older children. Although staff support the
development of children's language skills, this is inconsistent for children with special
educational needs and/or disabilities (SEND) and those who face other barriers to learning.
For example, staff do not provide effective support during activities to help children with
SEND to communicate their emotions and needs to access the learning more effectively.
Nonetheless, children access a range of activities that they enjoy engaging in. For instance,
children of all ages are delighted when accessing dough. They use their hands, cutters,
rolling pins and leaves to manipulate and make marks in the dough. Staff encourage
children to explore a 'book of the week'. For example, older children learn about the life
cycle of the butterfly. They recollect all the food the hungry caterpillar ate as they paint and
print fruits. This helps to support children's understanding of the world and encourages their
hand and finger dexterity and creativity.
Inclusion Needs attention
Children who have been identified as disadvantaged and with special educational needs
and/or disabilities (SEND) do not consistently receive the support they need. The curriculum
is not sufficiently ambitious to achieve positive outcomes for these children. For example,
leaders have not targeted additional funding available to support these children fully.
Leaders welcome external agencies into the setting to help identify children's needs.
However, they have yet to seek support so they are able to take meaningful action to reduce
barriers to learning for children with SEND and disadvantaged children. Leaders and staff

with lead responsibility for supporting children with SEND provide staff with training.
However, not all staff are confident in applying their knowledge to practice.
Leaders ensure that staff have ample time to observe, monitor and assess children's
progress and development. They share this information with parents and carers. Staff
encourage parents to make comments and share information about their children's learning
from home. Children with SEND and those who face other barriers to learning develop warm
and trusting relationships with their key persons.
Leadership and governance Needs attention
Leaders are aware of some of the setting's strengths and areas that need improvement.
While leaders make decisions with the best interests of children in mind, they have not yet
closely monitored their implementation. This limits the ability to bring about the necessary
changes to ensure consistency in the curriculum. For example, staff sometimes struggle to
provide the right support for older and younger children's large motor skills. Additionally,
there are moments when leaders do not ensure that staff effectively implement new training
methods and techniques to enhance the communication and language skills of children with
special educational needs and/or disabilities and disadvantaged children.
Leaders are supportive of staff. They foster a positive approach to supporting staff through
supervision sessions and training. Leaders ensure staff access training relevant to the
needs of the children within the setting. Partnerships with parents and carers form a
fundamental part of the ethos for the setting. Parents highly value the attention and time that
is given to them and their children from the team. They praise the regular two-way flow of
communication, such as via online systems and the friendly greeting and welcome in the
mornings.
What it's like to be a child at this setting
Day-to-day experiences and the curriculum that leaders and staff provide to children vary.
Some children do not consistently receive the support or experiences they need to meet
their needs. Children with special educational needs and/or disabilities, disadvantaged
children, those of varying ages and those known or previously known to children's social
care do not always access learning in a way that meets their individual needs. This means
some children struggle to sustain focus or fully participate in activities at times.

Children feel safe and secure in the nursery. They arrive happy and separate from their
parents and carers with ease. Children join their friends and engage in play. Leaders aim to
provide an inclusive service.
Staff support children's mathematical development. For example, children access timers to
develop their knowledge of time as they brush their teeth. Staff encourage children to count
for purpose and use mathematical and positional language during their play. For example,
they count their steps as they walk to the outdoor play area.
Staff understand children's diverse backgrounds and cultures. Children have opportunities to
explore and find out more about the differences and similarities they share with others. This
helps children to develop bonds and respect for each other. Staff shower children with
praise and encouragement. As a result, children have healthy levels of self-confidence and
self-esteem.
Next steps
To meet the requirements of the Early years foundation stage the provider must take the
following actions by the assigned date:
Action Completion Date
strengthen the delivery of the curriculum to ensure all
children achieve well in all areas of learning to prepare
them sufficiently for their next stage in learning and for
their move on to school
29/05/2026
support staff to develop the organisation of activities
and routines to ensure children of all ages can
maximise their learning opportunities
29/05/2026
improve systems for self-evaluation to action areas
highlighted for development to bring about continuous
improvement.
29/05/2026
About this inspection
The inspector spoke with the manager/nominated person, the deputy manager and special
educational needs coordinator, and the third in charge 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.

Inspector:
Trisha Edward
About this setting
Unique reference number (URN): 2771681
Address:
Little Genius Day Nursery
29 Radial Avenue
London
E14 6UE
Type: Childcare on non-domestic premises
Registration date: 13/01/2024
Registered person: Little Genius Day Nursery Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30
Local authority: Tower Hamlets
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 15 April 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places

30
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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