Little Thinkers at Curledge Street Academy

Natural objects, modern play resources and an outdoor play area give Little Thinkers at Curledge Street Academy a practical setting for young children's curiosity. Based at Curledge Street Academy in Paignton, it has capacity for 11 children and welcomes children up to five years old. Its wonder curriculum builds learning around children's questions and interests, giving exploration a clear place in the day.

At the 11 May 2026 inspection, Ofsted judged leadership and governance to be a Strong standard, the five other assessed areas to be an Expected standard, and safeguarding standards to be met. Those are separate judgements rather than an overall grade. The useful detail lies beneath them: communication, familiar relationships and active play were strengths, while consistency in teaching remained a development priority.

Attendance is term-time only, with morning, afternoon, school-day and full-day patterns alongside breakfast and tea clubs.

Learning and Activities

The early years foundation stage is the statutory framework for children's learning, development and care: here, play provides opportunities to practise communication, movement and early understanding. Alongside that framework, the nursery's curiosity approach uses children's interests to shape exploration. Natural and real objects sit alongside modern resources, rather than replacing them altogether. That combination gives children different materials to investigate and use creatively.

The wonder curriculum encourages imagining, predicting and persisting with an idea. Its practical value is the connection between a child's question and what happens next in their learning.

In May 2026, everyday play supplied concrete opportunities for language and early mathematics. Adults introduced movement words during tricycle play, counted with children building towers and used balls passing through a tunnel to explore number. These examples connect words and counting to something children are already doing, making the learning tangible.

Outdoor and Community Life

An outdoor play area is used throughout the year. This gives outdoor activity a continuing place in the offer, rather than making it a seasonal extra.

In May 2026, children practised balance on garden stepping stones, moved through tunnels and experimented with chalk marks. Babies pulled themselves upright and moved along furniture, while other children rode tricycles. These were different stages of physical development, with activities suited to what children were learning to do.

Nature also featured in that month's nursery day: children watered plants and paused to listen for birds in the trees. Indoors, dough stampers, chime bars, tambourines and shakers offered ways to explore marks, sound and movement. Quiet moments with books sat alongside those more active experiences.

Relationships and Communication

Each child has a key worker, with a stated emphasis on a close relationship and sharing learning with parents. This makes the adult relationship part of the educational approach as well as the child's care.

In May 2026, settling began with information from families about children's interests, needs, gestures and ways of communicating. Staff used nonverbal signals as well as spoken language to understand what children wanted. Daily conversations with parents connected experiences at nursery and at home, while signing helped children express requests such as wanting more fruit.

Inclusion and Wellbeing

At the May 2026 inspection, Ofsted found that children with special educational needs and/or disabilities made steady progress with adapted activities and outside-agency involvement, but newer-staff training, children's choices and opportunities to practise independence still needed more consistent attention. This is an important qualification to the positive picture: support existed, but its delivery was not equally developed in every part of the day.

In May 2026, children could spend quieter time away from the group when needed, and activities were adjusted for children who were not ready to join a small-group task. Handwashing and toothbrushing formed part of familiar routines. Adults sometimes stepped in too quickly at lunch, reducing children's chances to practise eating or seating themselves independently.

Operation Encompass is a national police and education safeguarding partnership that enables notifications about police-attended domestic abuse incidents to reach the setting's safeguarding leads. The nursery's role is to support affected children and follow its safeguarding procedures where concerns arise; participation describes an arrangement, rather than providing a separate assurance about its effectiveness.

Sessions and Attendance

The address is Curledge Street Academy, Curledge Street, Paignton, TQ4 5BA. Opening hours are 8am to 5pm, Monday to Friday, during term time; the nursery closes for school holidays.

Booking choices include morning and afternoon sessions, a school day and a full day from 8am to 5pm, plus breakfast and tea clubs. These are separate attendance patterns, so families can weigh a shorter session against a whole-day arrangement. Enquiries can be made by telephone on 0333 360 2264 or by email at office@curledgestreet.littlethinkers.org.uk.

Funding and Paid Extras

The funded offer includes 30 hours per week of expanded funding for eligible working families with children aged nine months to two years, delivered during term time. Funding options also cover two- and three-year-olds, with applications open to working and non-working parents under the relevant requirements. Additional private hours can be purchased through the session choices. Current prices come in the nursery's written quotation.

Meals can be bought from Impact Food Group, the school meals provider, or families can supply a packed lunch; breakfast carries no charge, while snacks, lunch and tea are charged separately, including alongside funded hours. Parents supply sun cream, nappies, nappy bags and wet wipes, with no separate consumables charge.

Trips and visiting activities may involve an ad hoc voluntary contribution. This keeps those contributions separate from the charges for extra attendance and food.

The nursery shares the academy's site. Attendance does not guarantee a Reception place, and families still use the local authority admissions process for a state-school application.

• Term-time planning. The nursery closes during school holidays. Its morning, afternoon and full-day choices therefore need to fit the family's term-time routine and holiday childcare arrangements.
• Independence and teaching consistency. May 2026 development priorities included newer-staff training, children's choices and adults allowing children to practise skills themselves. At a visit, ask how these priorities now shape play and mealtimes.
• Food and everyday supplies. Purchased meals and snacks sit alongside a packed-lunch option, while families bring nappies, wipes, bags and sun cream. Include those arrangements when comparing the total childcare commitment.

Little Thinkers suits families seeking term-time morning or afternoon sessions as well as those needing a school day or full day. Its strongest practical appeal is the combination of interest-led exploration, year-round use of outdoor space and a key-worker relationship. The May 2026 development priorities deserve weight alongside that appeal: consistent opportunities for children to choose, try and do things for themselves remain central to judging the experience.