Lilliput Day Nursery Peterborough

Lilliput Day Nursery Peterborough
Unique reference number (URN): 2770477
Address: Lilliput Day Nursery, 1200 Lincoln Road, Peterborough, PE4 6LA
Type: Childcare on non-domestic premises
Registered with Ofsted: 27/12/2023
Registers: EYR, CCR, VCR
Registered person: Lilliput Day Nursery (Spalding) Limited
Inspection report: 23 March 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
Behaviour, attitudes and establishing routines Expected standard
Children learn new skills and social interactions through staffs teaching. For example,
children learn to take turns as they play football and share the ball. They line up and take
turns as they climb up to the top of the slide. Where children struggle with this new skill, staff
are quick to step in and support children further. Staff display the 'class rules' within the
setting and use these as visual prompts to support children's understanding of what is
expected of them. For example, staff remind children to walk indoors. The visual reminders
are a positive addition to the environment, that remind children of right and wrong. These
clear behavioural expectations help children to develop their social interactions effectively.
Children play well together in small groups and enjoy engaging in conversation with peers.
They take turns as they balance across the obstacle course and work together to challenge
themselves as they adapt the obstacles.
Children demonstrate strong relationships with staff. They look to them for support and
reassurance and demonstrate their sense of trust and safety in their care. Attendance is
typically promoted for children and conversations take place with parents to ensure they
understand the importance of routine attendance at the setting.
Children's welfare and wellbeing Expected standard
There is a robust key person system in place at the setting. Children develop relationships
with staff and look to them for comfort when they are feeling tired. This is particularly
important for those children with special educational needs and/or disabilities who look for
reassurance. They cuddle up with staff, helping them to feel safe in their environment.
Children enjoy regular group times, where they talk about the weather and how they are
feeling each day. Staff use visual aids to support children's understanding of emotions and
children quickly begin to share how they are feeling. Staff talk to children about safety. For
example, they ask children to move away from a wasp and to take turns when climbing the
slide to keep them safe. Children begin to develop a sense of self-awareness and develop
an understanding of risk.
Staff talk to children about being healthy and explain about the importance of staying
hydrated by drinking water when the sun is shining. Additionally, during mealtimes, staff talk
to children about the foods they are eating. Children learn that drinking milk provides their
bodies with calcium which helps their bones and teeth to grow strong.

Needs attention
Achievement Needs attention
Children learn some skills they need in preparation for school. For example, they become
increasingly independent, putting on their own coats and opening their own lunch boxes and
food packets by themselves. Further opportunities are being planned, and this will
strengthen children's skills and knowledge in preparation for school. For instance, learning
how to get changed for PE lessons. That said, children who have special educational needs
do not always develop the skills they need to transition to school. For example, they are not
supported to join in group learning and mealtimes, nor do they develop the skills to begin to
sit and listen.
Children learn basic language skills through conversations and reading. Children are
encouraged to talk and share their feelings during group time and this helps them to become
more confident. That said, children who speak English as an additional language are not
always supported well-enough to learn new words effectively. For example, they do not
always hear clear, basic English and develop their understanding and English vocabulary.
Curriculum and teaching Needs attention
Leaders are aware of inconsistencies in the implementation of the curriculum, but the action
taken is not yet enough to support staff effectively. For example, staff do not have an in-
depth understanding of how to effectively sequence children's learning and the curriculum,
and what skills children need to gain to support them for the next stage of their education.
The emphasis on developing children's communication and language skills varies.
Occasionally, conversations and the language used by staff is too advanced for children to
understand, particularly those children facing barriers to learning. That said, staff read to
children using a range of interactions and vocal variations to gain children's attention and
engagement. Children listen carefully as staff read. They enjoy looking at pictures and older
children often engage in conversations that extend their communication skills.
Staffs teaching of mathematics is effective. Staff use every opportunity to incorporate
mathematical language. For example, in the sand pit, children learn about big and small
objects, staff count and model numbers when finding worms and children demonstrate their
secure understanding of shapes during group times.
Personal, social, emotional and physical development are prioritised. Children enjoy
climbing, balancing and moving around the garden. They develop their core strength and
gross motor movements through engaging in group games, such as, football and obstacle
courses. Staff support social interactions and turn taking skills throughout these learning
opportunities.
Inclusion Needs attention
Staff monitor children's progress and work alongside other professionals to seek advice
regarding children's next steps in learning. Although, staff use a targeted approach to

support children's development. They do not ensure children's next steps are always
reviewed regularly enough to ensure children continue to make steady and continued
progress. Additionally, staff training is not always precise or in-depth enough to support them
to work with children with more complex needs, such as children with special educational
needs and/or disabilities.
Some barriers to children's learning are identified effectively and, in some cases, clear and
meaningful next steps in their learning are identified to reduce these barriers. This is not
consistent for all children. Staff are not always aware of the barriers children face in their
learning. For example, they recognise where children's speech and language skills are
delayed, but do not always understand and address the underlying causes of this effectively.
Leaders ensure that any additional funding is spent accordingly, for example, on one-to-one
staff support for children and additional resources. This supports children's progress.
Leadership and governance Needs attention
Leaders do not ensure training is used effectively to develop all aspects of practice. For
example, although staff have attending some professional development opportunities
regarding working with children with special educational needs, leaders do not monitor staff
interactions closely enough to measure impact and the effectiveness of training. Additionally,
leaders provide support for staff to develop their understanding of the curriculum. However,
staffs progress is not monitored close enough to ensure staff implement new knowledge
from training. Other areas are more successful. For example improvements to behaviour
management across the whole setting has ensured that staffs teaching and expectations are
consistent to help teach children between right and wrong.
Typically, leaders make decisions that are in the best interests of the children attending the
setting. For example, they carry out regular supervisions and provide professional
development opportunities. Overall, leaders are successful in some aspects but do not
ensure staff implement new knowledge from training thoroughly enough. Staff report that
they are well-supported in the setting and that leaders provide help and guidance for them
when needed.
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
Staff implementation of the curriculum is not yet consistent. This means, children do not
always receive the right opportunities to develop their skills in preparation for their next
stage in learning. Additionally, staff do not always correctly identify the barriers children face
to their learning. For example, where children lack speech and language skills, staff do not
always address the underlying cause, such as, children's confidence. Where children do
lack speech and language skills, they do not always make steady progress, due to the
variations in interactions they receive from staff. Although leaders recognise the importance
of this, they have not yet taken action to support staff's practice in this area.
Professional development opportunities that staff receive, are not in-depth enough to
support their continued knowledge and understanding when working with children with
special educational needs and/or disabilities. Therefore, the opportunities that staff provide
for children, do not always extend their skills and prepare them well enough for the school
environment. Some children learn some skills they need for their next stage of learning. For
example, older children learn how to open food packets and eat independently at mealtimes.
Children with SEND are less supported with their independence and engagement skills. For
example, children wander about at mealtimes and are not encouraged to sit and engage
during group activities.
Children appear happy at the setting. They develop strong relationships with staff that
support their sense of safety and security. Additionally, children with SEND are supported to
develop close beneficial attachments to their key person. This helps them feel reassured

Inspector:
Vikki Taylor
About this setting
and safe. Children make progress from their starting points. For example, they learn social
expectations at the setting, such as, taking turns when crawling through the tunnel.
Next steps
To meet the requirements of the Early years foundation stage and Childcare Register the
provider must take the following actions by the assigned date:
Action Completion Date
develop staff practice through more in-depth training, to
support children with special educational needs and/or
disabilities more effectively
15/06/2026
ensure staff recognise barriers to children's learning
and address underlying causes more effectively
15/06/2026
ensure staff implement the curriculum and sequence
children's learning effectively across the whole setting,-
appropriately preparing them for their next stage in
learning
15/06/2026
strengthen the teaching of language and
communication skills, particularly for children facing
barriers to their learning.
15/06/2026
About this inspection
The inspector spoke with leaders, staff, children and parents 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.

Unique reference number (URN): 2770477
Address:
Lilliput Day Nursery
1200 Lincoln Road
Peterborough
PE4 6LA
Type: Childcare on non-domestic premises
Registration date: 27/12/2023
Registered person: Lilliput Day Nursery (Spalding) Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Peterborough
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 23 March 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
27
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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