Little Giants Nursery, Brunel

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children and parents are greeted warmly by staff as they arrive at nursery. Children separate easily from parents as handover information is quickly shared.

Staff direct children to a range of activities and resources, set up with children's likes and interests very much in mind. Planning also promotes science, technology, engineering and mathematics. However, the curriculum for communication and language is variable.

Younger children have props for favourite songs. Children are supported to join in by staff modelling actions and leaving breaks in favourite tunes for them to sing repeated words or short phrases. Older chi...ldren listen to stories and are also given the opportunity to join in recalling repeated phrases.

Children requiring additional help, or those with emerging needs or disabilities, are well supported. Children are generally well behaved. Staff work together, as tasks are shared.

However, some routine events are not sequenced well. For instance, during times of transitioning between activities, such as free play and lunch, children are not fully included and lose interest. All children have daily access to a secure, enclosed outside space.

The garden has been designated into two areas for children. Good weather is made the most of and children spend longer outside. During wet weather, children dress in all-in-one suits to experience a rainy day and to jump and splash in puddles.

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

Overall, staff support children's communication and language development. Children who speak English as an additional language may have staff with them that share their home language. Key persons ask for a list of key words in the child's home language to support them settling into the nursery.

Children take part in circle times and enjoy singing and stories. Young babies take part and begin to join in with action songs. However, staff do not consistently support children to extend their vocabulary.

For instance, they do not narrate or extend on language during children's play.Children engage well, maintaining their concentration during planned activities and experiences. For example, babies have great fun splashing water as they sing 'Five Little Ducks'.

Older children are supported to be creative. They think about the colours and textures they will use to create a picture by selecting their favourite-colour paper. Children use scrapers to spread glue and experience how it feels on their fingers as they share their thoughts and ideas with staff while completing their collage.

Children are beginning to understand routines. They prepare for outside play by putting on outdoor shoes and lining up by the door. They follow hygiene routines as they wash their hands in preparation for meals and snacks.

Staff reward children with praise. However, when staff say 'good job', it is not clear to children what they are being rewarded for. Not all routines are embedded.

For example, children move away from the table during lunchtime, or select resources to play with before washing their hands after lunch. Children lose interest and these times appear unorganised.Staff communicate with parents face to face, via the online app and through newsletters.

Parents are given information about their child's day on collection. Staff make phone calls if changes are observed during the day. Photos and observations are regularly uploaded for parents.

Leaders act promptly on parents' views and improve the ways they share information. Parents feel very happy with the level of communication they receive. They describe staff as 'going over and above' and feel their children are 'well cared for and safe'.

Leaders and managers have a clear vision for the nursery. Overall, room leads have sound understanding about what they want children to learn and how they are going to support children's development. Staff feel happy and valued by the management team, which has appropriate procedures to develop staff practice and to provide support.

For example, it links experienced staff with new or less confident colleagues to promote consistency.

Safeguarding

The arrangements for safeguarding are effective.The staff in this setting clearly understand the role they play in keeping children safe from the risk of harm.

Staff understand how they would identify and support children and their families if they were at risk of harm. If concerns were raised regarding the conduct of a staff member, leaders know how to make a referral to the necessary agency. Leaders and managers share how they have previously supported families and how they have accessed knowledge on local processes to access support.

Daily health and safety checks are completed. Leaders and managers follow safe recruitment practice to ensure they employ suitable staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: be more consistent across the setting in the delivery of the curriculum for language and communication review and adapt the organisation of routine activities to help all children remain fully focused and highly engaged.