Little Learners Day Nursery in Surrey

Needs attention

Last inspected Jan 2026

Ofsted rating for Little Learners Day Nursery

Last inspected 12 January 2026 · Kareen Jacobs

Actions the provider must take

What it's like to attend

• Children learn the skills they need to move on to the next stage of their learning.
• Toddlers explore books and their older friends sing spontaneously as they play.
• Children of all ages use their bodies well as they play outdoors.
• Children show their independence by pouring drinks and serving themselves pasta at lunchtime.
• Children have access to a wide range of accessible resources to help support their development across all areas of learning.

• 1Some children who are quiet or new to the setting do not receive the support from staff that they need to fully engage with and enjoy activities.
• 2Children who are older and/or more able to complete complex tasks do not have enough opportunities to think things through and solve problems for themselves.
• 3Staff do not intervene or offer more complex tasks when they occasionally overwhelm their quiet or less confident peers during activities.
• 4Children who are new to the setting do not receive consistent support to help them understand what will happen next.
• 5At times, children wander around with runny noses as staff do not recognise the need to wipe their noses.
• 6Sleep mattresses are positioned very closely together.
• 7Staff sometimes not made aware of important information about children.
• 8Teaching is not adapted well for all children.
• 9Staff do not support quieter children in expressing their views or encourage them to get involved in group activities.
• 10Languages that children speak or hear at home are not considered as staff plan and implement the curriculum for communication and language.
• 11Senior leaders do not consistently share information that is received from external professionals.
• 12Staff are sometimes unaware of important information about other children and therefore unclear how to support all children or address potential barriers to their learning effectively.
• 13Leaders do not check that activities and routines consistently meet the needs of children who speak English as an additional language, less confident speakers, or those who would benefit from more complex tasks.
• 14Leaders do not monitor and review the quality of teaching sufficiently well to identify that some children make limited progress with their communication and language over time.
• 15Important information about children is sometimes not shared with key staff to help them respond promptly to any issues or concerns about a child's welfare.