Little Gems Early Years Nursery

Little Gems Early Years Nursery
Unique reference number (URN): 2782504
Address: 577 York Road, Leeds, LS9 6NH
Type: Childcare on non-domestic premises
Registered with Ofsted: 10/04/2024
Registers: EYR, CCR, VCR
Registered person: Little Gems Early Years LTD
Inspection report: 1 May 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
All children, including those with special educational needs and/or disabilities or other
barriers to their learning, make progress from their starting points. Children develop the
skills they need for later learning. A well-sequenced curriculum typically provides children
with the support they need to build on their existing skills. Children are curious, enthusiastic
and eager to explore. Babies develop physical skills as they walk and move around to
explore the toys and resources staff have set out around the room. Toddlers build strength
and coordination when staff support them to use the outdoor climbing frame and slide. Pre-
school children extend these skills by balancing on apparatus and bikes and skilfully
navigate space and speed.
Children become confident in expressing themselves, and staff encourage them to celebrate
their own and others' achievements. For example, older children congratulate each other
when they build a secure structure with the blocks, and toddlers are cheered when they
dance and move to the beat of the music. Babies are praised as they conquer steps.
Behaviour, attitudes and establishing routines Expected standard
Children generally demonstrate that they know the rules and routines well. For example,
older children line up to wash their hands before collecting their own plates and cutlery and
finding a seat at mealtimes. Younger children know to line up to wash their hands before
finding a seat. These activities, along with the self-service of some food items, help children
develop independence skills successfully. Where needed, staff support children to
understand how their behaviour impacts others. Staff are gentle and patient and use their
key-group systems to support feelings of security and reassurance.
Staff have high expectations for children. They are positive role models who promote good
manners. As a result, children are polite and follow instructions. All children behave well.
Leaders have worked hard to establish a positive environment. They recognise the
challenges they have faced and ensure children and families remain at the heart of what
they do. Leaders typically promote an inclusive and respectful environment where all
families are welcome. Staff support families to attend, offering some flexibility in sessions to
ensure children's attendance is regular. This successfully supports children's understanding
of the setting's routines.
Children's welfare and wellbeing Expected standard
Children experience calm, familiar routines that help them to feel safe and settled. Staff
follow children's familiar sleep patterns and provide close supervision so that rest times
reflect each child's individual needs. Warm, responsive interactions help children build
strong attachments with their key person. There are comfortable areas for children to rest or
have quiet time looking at books with their key person.

Staff use vocabulary prompts at particular times throughout the day. This helps all children,
including those with special educational needs and/or disabilities and those who speak
English as an additional language, to understand the structure of the day. This ensures
children feel confident during transitions.
Daily care practices promote children's health and growing independence. Children follow
handwashing routines and are supported with toileting as they develop their self-care skills.
They enjoy nutritious snacks and meals and planned tasting activities, such as exploring a
variety of fruits and vegetables. This broadens their experiences of healthy foods and
encourages them to talk about different textures.
Leaders pay particular attention to children's well-being and are keen to support staff in their
approach to children's emotions and regulation. Staff are quick to respond to children's
needs in a sensitive manner. As a consequence, children feel safe and reassured.
Curriculum and teaching Expected standard
Leaders have a clear and ambitious vision for the curriculum. They communicate this
effectively to staff to ensure that they have the same high expectations. In particular, staff
prioritise children's physical, communication and language development, and their personal,
social and emotional development. This helps children acquire fundamental skills. Staff use
what they know about each child to provide targeted educational experiences that build on
each child's prior learning as they transition from the younger age groups to the oldest. For
example, babies are given space to climb and develop their gross motor skills, while
toddlers are encouraged to grip utensils to scoop sand. Pre-school children mark make and
paint large boxes using paintbrushes.
Staff sing and read books to children often and model a broad vocabulary, such as talking
about objects that 'float' and 'sink'. Staff working with the oldest children motivate them to
think and express their ideas. For example, staff ask 'What if?' questions and allow sufficient
time for children to respond. However, on occasion, staff working with the babies do not
always provide effective support and encouragement for their language skills, as vocabulary
range and conversation modelling are limited. This impacts what the youngest children are
exposed to for their learning.
Inclusion Expected standard
Leaders have a secure understanding of their local area and the needs and different
circumstances of the families they serve. They are committed to ensuring all children and
families are provided with help where needed. For example, leaders have developed
positive partnerships with external agencies, the local authority and outreach support to
provide families with advice and guidance where needed. They offer personalised support to
reduce barriers and ensure all children have access to activities. For example, children with
special educational needs and/or disabilities and those who face barriers to learning are
provided with individualised support to help them make positive progress from their starting
points.
Leaders use funding effectively to purchase specialist resources to help children listen and
communicate. Children who were unable to move independently when they started now

demonstrate confidence when navigating space. Leaders ensure that staff understand the
graduated approach and recognise that for some children, progress is measured in smaller
steps. Staff are ambitious for all children and work hard to ensure they are ready for their
next stage in learning. Although staff support children with additional needs well, staff caring
for younger children are less confident with early identification of developmental concerns.
This affects the appropriate support being accessed in a timely manner.
Leadership and governance Expected standard
Leaders recognise the journey they have been on and the significant changes to the
leadership and governance of the setting. They are positive and proactive about the future
and are committed to ensuring children and families receive high standards of care and
education. For example, leaders identify that they could strengthen ideas for parents to
provide feedback to support the setting in implementing further ways to improve. Equally,
leaders have effective plans to ensure improvements are swift and effective. For example,
they have identified that information-sharing with parents on how to further support children
with education, health and care plans could be strengthened, and they plan to do so
imminently.
Leaders monitor children's progress closely and identify those who need extra help.
Strategies for children with special educational needs and/or disabilities (SEND) are
adapted in response to their changing needs. This responsive approach contributes to the
strong, inclusive culture that is evident across the setting. That said, leaders also recognise
that staff would benefit from further SEND training. Leaders are in the process of prioritising
these areas to further benefit staff's practice and impact children's learning and
development.
Leaders also ensure that staff workloads are manageable and consider staff wellbeing a
priority.
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 arrive happy and separate well from their parents and carers at this inclusive and
nurturing setting. They quickly settle with their key person, showing they feel happy, safe
and secure in the setting. Leaders and staff take the time to really get to know the children
and families during settling-in sessions. This helps children and families build a positive
relationship with the staff from the beginning. Leaders and staff support children in feeling
welcome by understanding each child's individual needs.
Children's physical development is supported well. They enjoy indoor and outdoor spaces to
move around and learn skills such as balancing, jumping, climbing and sliding. This
supports children in learning how to play safely and develop an awareness of keeping
themselves and others safe during activities.
Children's language and communication skills are supported well. Children learn new words
and use them during play sessions. For example, children learn to explore different
materials, using words such as 'pour' and 'splash'. Staff model correct pronunciation when
children talk to them. Children are encouraged to use these words in their conversations
and, as a result, this helps to support children's vocabulary skills.
Staff work closely with parents to highlight the importance of regular attendance and the
positive impact this has on their children's development. In turn, this helps to embed
children's routines. Children benefit from these being in place and know what comes next.
This supports children's independence skills to help prepare them for their next stage of
learning. As a result, children demonstrate positive attitudes to learning, and this helps them
forge firm friendships. Staff are positive role models. Children respond with smiles when

Inspector:
Marie Briggs
About this setting
Unique reference number (URN): 2782504
Address:
577 York Road
Leeds
LS9 6NH
Type: Childcare on non-domestic premises
Registration date: 10/04/2024
Registered person: Little Gems Early Years LTD
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
they are praised and encouraged to have a go by kind and caring staff. This supports all
children's confidence in their own abilities and in readiness for school.
Next steps
Leaders should support the staff working with babies to provide more encouragement and
opportunities for these children to develop their language and vocabulary range.
Leaders should provide support to staff to develop their knowledge on early identification
of developmental concerns so that interventions can be implemented in a timely manner.
About this inspection
The inspector spoke with leaders, practitioners and the special educational needs
coordinator 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: Leeds
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 1 May 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
86
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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