Little Monsters Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children have fun and enjoy their time at the setting. Staff are warm and build caring relationships with the children.

Generally, children receive lots of support, which enables them to settle and feel safe. However, staff do not fully consider all possible strategies to ensure that early intervention is sought without delay when they have identified gaps in a child's learning or development. Despite this, babies receive warmth and affection.

They crawl and reach for toys and have many opportunities to move around their environment and to develop their physical skills.Children access a range of materials throughout the n...ursery. Toddlers explore rice using different tools to scoop and pour.

Older children are curious in their play and develop an understanding of colours when mixing different paints together. All children love their time playing outdoors. They explore the various equipment and apparatus.

Children develop their confidence as they become adept at using their physical skills to navigate space, balance and create obstacles with different resources. Staff are positive role models for children. They support children to behave well, and they focus strongly on their physical and emotional well-being.

Staff encourage children to identify and manage their feelings and behaviour well. For instance, staff support children to talk about their emotions and to create pictures that reflect how they feel. However, on occasion, children do not consistently play in a calm environment.

At times, the organisation of some routines does not run smoothly, and some staff do not respond to rising noise levels to provide a calmer learning atmosphere.

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

The nursery is fully inclusive and welcomes all children. However, staff are not supported enough to plan and monitor experiences for children with additional needs or special educational needs and/or disabilities (SEND) in order for them to achieve the best possible outcomes.

Staff do not consistently follow good hygiene procedures. For instance, staff give children wet wipes to prepare their hands for snack and lunchtimes. This does not support children's understanding of good hygiene routines.

Overall, the leadership team reflects and evaluates the effectiveness of the nursery. Leaders have further plans to improve experiences for staff and children. Leaders generally monitor practice and give advice and support to staff.

However, this is not yet sufficiently thorough to identify and address all weaknesses in staff's professional development. For instance, although staff complete mandatory training, leaders have not fully embedded processes to establish support for raising staff's knowledge, skills and training to an even higher level.Staff know where children are in their learning and talk about what they want children to learn next.

Children demonstrate positive attitudes to their learning experiences. Staff ask relevant questions to encourage children's communication, language and thinking. However, at times, the organisation of the environment during some daily routines does not run smoothly.

For instance, there are times during the day when the noise levels rise and the organisation of the routine does not lend itself to creating an orderly and calm environment.Staff have good relationships with parents. When children first start, staff obtain detailed information about children's routines, likes and dislikes.

They share information with parents on a daily basis about what their children have been doing. Parents like receiving electronic updates about children's learning and development.Staff mostly enjoy working at the nursery.

They generally feel supported by leaders and have regular meetings about any changes in the nursery. New staff receive a thorough induction programme, and staff understand the policies and procedures and how to follow them.Staff prepare varied and nutritious snacks and meals for the children.

Staff teach children how to carry out some manageable tasks for themselves. For instance, at snack time, the older children choose to cut their own fruit. At lunchtime, older children help to clear away their plates.

This helps to extend children's independence and skills in preparation for school.Children follow effective behaviour expectations. Staff model using manners, and children repeat these throughout different routines during the day.

They show respect to staff and their peers and show an understanding of how their behaviour affects others.

Safeguarding

The arrangements for safeguarding are effective.The manager and designated safeguarding leads ensure that all staff have received training about safeguarding and child protection.

Staff understand the possible indicators of abuse and/or neglect and know the procedures to follow if there are concerns about a child. Staff know the whistle-blowing procedures and how to report any concerns about adults working with children. Key safeguarding information is displayed around the nursery.

Staff make effective use of risk assessment to provide children with a safe and secure environment.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date implement effective arrangements to identify and support children with particular needs, such as those who need additional support or those with SEND, in line with the SEND code of practice, to ensure that all children achieve the best possible outcomes 15/09/2023 ensure that consistently good health and hygiene procedures are followed to prevent the spread of infection.15/09/2023 To further improve the quality of the early years provision, the provider should: build on the systems for staff support, to further develop their professional development, knowledge, skills, and training even further review the organisation of some activities and daily routines, to support children to play and learn in a more consistently calm environment.