URN 2820347 · Inspected 2026-04-15 · Published 2026-06-08 · Inspector: Tracy Bartholomew
Little LLamas Montessori Nursery Unique reference number (URN): 2820347 Address: St. Marys Church, 14 Castle Street, Reading, RG1 7RD Type: Childcare on non-domestic premises Registered with Ofsted: 15/01/2025 Registers: EYR Registered person: Copaiba Marinkovic, Iriucka Milenka 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. Expected standard Achievement Expected standard Children across all age groups make expected progress from their starting points and show strong development in key areas of learning. Babies explore confidently, using early sounds and gestures to communicate, and they begin to feed themselves with support. Toddlers make choices about their play, such as deciding whether to be indoors or outdoors. They recall familiar phrases from stories and real-life events during their play, for example when acting out shopping scenarios. Pre-school children express their ideas clearly, using stories and props to make connections, and they show growing independence by pouring drinks and getting ready for outdoor play. Children use numbers in everyday situations and confidently build their mathematical skills. They show imagination through creative play and develop their understanding of the world by exploring nature and investigating natural resources, such as plants and pine cones. Children talk about their families and use simple technology to support their learning. Children take part in activities that are adapted so everyone can join in and make progress, and achievements are recognised and celebrated across all areas of learning. Behaviour, attitudes and establishing routines Expected standard Children behave well across the nursery and understand simple rules and routines. They show kindness, take turns and respond positively to staff guidance. Children demonstrate that they feel safe, including those who are new to the setting. They settle quickly through well-managed transitions and consistent routines. Older children have formed secure friendships, which they maintain confidently during group activities. Children show motivation to join in, and they display positive attitudes towards learning. They make choices about their play and follow routines with increasing independence. Attendance is promoted well, helping children benefit fully from the experiences on offer. Children of all ages feel included because relationships with staff are trusting and respectful. Children who may face barriers to learning or wellbeing are supported sensitively, and inclusive approaches help them take part successfully in daily routines. Staff are kind, considerate, and model positive behaviour, praising and encouraging children to do the same. Routines are managed well to help children understand when a change is occurring, with staff singing a countdown song to prepare them for an upcoming transition and to help them understand that the activity is coming to an end. This supports children to be ready for tidying up. Children's welfare and wellbeing Expected standard Children are safe, happy and clearly well cared for throughout their time in the nursery. They build warm, trusting relationships with staff, who respond sensitively and consistently to their emotional needs. Safeguarding procedures are well understood and carefully followed, ensuring that children's wellbeing remains a priority at all times. The environment is safe, welcoming and thoughtfully organised to support children's independence and exploration. The baby room, in particular, is cosy and inviting, helping the youngest children feel secure and settled. Effective hygiene practices are maintained, and children are encouraged to develop important self-help skills, such as washing their hands, feeding themselves and taking responsibility for simple tasks. Children benefit from healthy daily routines, including regular outdoor play, opportunities for physical activity and access to wholesome snacks. Staff encourage children to make positive choices, and they promote suitable manners, social skills and an awareness of screen time. However, staff do not always make the most of opportunities to deepen children's understanding of healthy lifestyles, for example by discussing how different foods and drinks affect their bodies. Leaders demonstrate a strong commitment to children's welfare and development, and inclusive approaches ensure that every child feels valued, supported and able to thrive. Curriculum and teaching Expected standard Children are happy, confident and settled in the nursery. The curriculum is broad and well designed, covering all areas of learning. Staff plan activities that build on what children already know and can do, helping them make steady and secure progress. Teaching is reliable, and staff confidently explain how activities support children's learning. Most children stay engaged and show enjoyment in their play. Staff are positive role models for communication and language. They support children's language development through regular conversations, singing songs and reading stories. Mathematical learning is woven naturally into play, such as filling and emptying containers, exploring shape, space and measure through construction, and solving simple problems. Children benefit from a wide range of creative experiences that support their imaginative development, including exploring dough and making 'pancakes', making 'coffee' using the interactive machine and dressing up to encourage imaginative learning. Children are developing early literacy skills as they listen to stories, use books in their play, and take part in activities such as making marks in sand. Physical development is promoted through balancing on stepping stones, riding bikes and trikes, using beams and dancing. Younger children have access to climbing and balancing frames in their rooms; however, older children have fewer opportunities for large-scale physical challenges. Inclusion Expected standard Children are warmly welcomed into the nursery, where their individual needs are recognised and supported. Staff create an inclusive environment by adapting activities so all children can take part, regardless of their ages, abilities, and starting points in development. They know the children well and can identify when a child may need extra help. Staff assess children's needs carefully and respond quickly, ensuring support is in place to reduce barriers to learning and wellbeing. Leaders have high expectations for all children and understand their role in promoting inclusion. They work closely with staff to ensure children with additional learning needs or potential special educational needs and/or disabilities are supported effectively and receive the right help at the right time. Staff and leaders know how to access external professional support when needed to help maintain continuity of care and ensure children benefit from specialist advice. Children who speak English as an additional language are supported well. Staff learn key words from parents and use children's home languages alongside English in daily routines. Children's uniqueness is valued, and staff take the time to understand their interests, backgrounds and ways of learning. This helps children feel respected and included. Positive relationships are evident across the nursery, and children clearly feel they belong. Thoughtful and effective planning is maintained, helping all children make the progress they are capable of. Leadership and governance Expected standard Leaders understand the requirements of the early years foundation stage and ensure these are all met. For example, adult-to-child ratios are maintained, and only staff who have satisfactorily passed safer recruitment processes carry out intimate care routines with children. Staff feel well supported and describe the ethos as feeling like a family. They value leaders' commitment to their wellbeing and the regular opportunities for training that build their confidence and knowledge. Staff meetings and team discussions are used well to share information and reflect on practice. Leaders review practice and use their evaluations to drive improvements. They maintain a focus on quality and have a clear understanding of both strengths and areas for development in teaching. Supervision and mentoring take place; however, these are not fully embedded enough to give leaders precise insight into where staff need support. As a result, some staff still prioritise paperwork over being present with children. Leaders recognise these gaps and are working to strengthen monitoring and provide further training to improve teaching. Partnerships with parents are positive, with parents valuing staff communication, including regular conversations, phone calls when needed and the online app. Staff share learning information, discuss concerns and signpost families to appropriate support where required. Leaders and staff clearly understand their whistleblowing duties and follow the correct procedures to report concerns, recognising this as essential to a safe culture. What it's like to be a child at this setting All children are happy and show that they feel safe as they enter this welcoming nursery. They are greeted kindly by staff, and the environment is calm, inviting, and filled with activities that reflect their interests. Children throughout the nursery demonstrate a strong sense of belonging, which supports their confidence and helps them to be ready to learn. Staff play a key role in helping children of all ages feel secure. They are kind, patient, and responsive to each child's individual needs. New children who are settling in receive extra reassurance, and staff make thoughtful efforts to include comforters from home in daily routines. For example, a child's teddy is given its own chair at the table so it can 'sit' beside the child during mealtimes. Small actions like this help children to feel safe, valued and understood. Children are supported well, and staff take time to get to know each child, listen to them, and notice how they are feeling. This helps children build trust and form positive relationships. Children behave well, and friendships are developing. During circle times, for example, children are beginning to learn the names of their peers as they sing the welcome song, which includes each child's name. This helps to strengthen their sense of belonging. All children benefit from the range of activities that are available and accessible for them to explore. Staff know the children well and support learning effectively through engagement, questioning and problem-solving techniques. This helps staff reduce barriers to learning and support children's progress. Children show they enjoy the activities on offer and demonstrate growing confidence, curiosity and involvement in their play. Attendance is promoted well across the nursery. Staff work closely with families to encourage regular attendance so children can benefit from the routines, relationships and learning opportunities on offer. Each child's uniqueness is valued, with staff recognising all children's strengths, interests and needs regardless of their ages, abilities and stages of development. This personalised approach helps children feel confident, included and able to flourish. Next steps Leaders should introduce progressive challenges to motivate children to push physical boundaries more deeply. Leaders should ensure children are helped to learn and remember healthy habits, so they can make good health choices as they grow. Leaders should reflect on practice more precisely, identifying staff training needs, helping to extend their teaching skills and supporting a culture of continuous improvement. Inspector: Tracy Bartholomew About this setting Unique reference number (URN): 2820347 Address: St. Marys Church 14 Castle Street Reading RG1 7RD Type: Childcare on non-domestic premises Registration date: 15/01/2025 Registered person: Copaiba Marinkovic, Iriucka Milenka Register(s): EYR Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Reading 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 About this inspection The inspector spoke with leaders, staff, children, parents and the designated safeguarding lead 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. Age range of children at the time of inspection 0 to 4 Total number of places 35 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. 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