Leaps and Bounds Children’s Centre and Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Parents drop off and collect their children from inside the nursery.

Children settle quickly and are happy as they join their friends in play and learning. Staff speak to parents daily and share information about what their children learn and the activities they are involved in. Parents report that they are happy with the nursery.

A range of home resources helps parents talk about any changes in their lives, such as the arrival of a new baby, with their children. This strong partnership helps to strengthen children's emotional well-being and security. The curriculum is well organised.

It builds on the experien...ces children hold and what they need to learn next to be successful. Behaviour is good. Children learn about their feelings and emotions.

This teaches them to begin to self-regulate their reactions at an early age. Staff are warm and nurturing. They provide kind words and reassurance to children throughout the day.

Regular praise helps children to become confident and motivated to learn. There is a sharp focus on improving children's speech. New words are introduced and a wealth of books are used to tell stories and provide children with information to support an enjoyment of literacy.

Children develop independence skills. They eat well using cutlery and pour their own drinks with staff support. Older children manage their own personal care needs.

What does the early years setting do well and what does it need to do better?

Since the last inspection, the management team has worked hard to address the weaknesses raised. A change to the organisation of the environment and to the curriculum means that teaching focuses on the skills children need to acquire for their future learning. The improvements made at the last visit have been sustained.

Staff share the values of the management team. They understand how to implement the curriculum. This enables them to target children's individual learning so that children make the best possible progress from their starting points.

Children gain a range of skills that they practise and build on. This prepares them well for their next stage of learning. Children with special educational needs and/or disabilities receive good support.

Staff work with external agencies and parents to provide care and education that is specific to each child's needs.The quality of teaching is good. Staff are skilled and use children's interests to challenge what they know and can do.

However, on occasion, large group sizes can lead to some overcrowding at activities. Noise levels also increase at times. This can lead to some children becoming disengaged.

That said, staff understand that children need to learn specific skills in sequence to make progress. Children roll and stretch the play dough and develop their gross and fine motor skills that will support pre-writing activities. They learn how to make play dough themselves.

Staff pose questions that help children to begin to problem solve. Children think about what they need to add or what they need less of to make the dough less sticky.Staff provide good support for children's emotional well-being.

Children begin to recognise different emotions and show empathy for others. During play, staff say they are sad and have a sad face. Children immediately respond and hug the staff to make them happy.

Children build lovely friendships with each other and are excited when children return from sleep times. They welcome them back with excitement. Children cooperate well in activities.

They learn to take turns and to share with others.Children develop their understanding of the wider communities as they talk about what happens during Ramadan and Eid. They enjoy measuring and combining ingredients to make sweets.

Staff introduce the word for sweets in a different language so that children begin to understand the importance and value of people who are the same and who are different.Children play outdoors and explore the environment. They build on their physical development as they ride and steer bicycles with precision.

Children find insects in the mud. They are excited as they look at worms under a magnifying cup. They watch them closely and see how they move.

Although the outside area is accessible to all children, there are currently less opportunities for the youngest children to fully explore and engage in the opportunities that outside play can provide.

Safeguarding

The arrangements for safeguarding are effective.Staff have a good understanding of the wide range of signs that may indicate that a child is at risk of abuse.

They are familiar with local procedures and where to raise concerns should they become aware of any issues relating to children in their care. Staff know the procedures to follow should there be any concerns about any adults who may have contact with children. A programme of ongoing training and supervision supports staff to build on their existing skills and drives their commitment to continuous improvement.

Risk assessments are effective. Children work alongside staff and learn about how to manage their own safety as they complete their own checklists in the garden and indoors.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: consider the organisation of group times so that all children taking part in activities are engaged and can fully focus on their learning further improve access to the curriculum for outdoor play, for the youngest children.