Little Sprouts Day Nursery Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Leaders aspire to provide good-quality care and education.

However, they have faced a number of challenges as a result of the COVID-19 pandemic. Issues with recruitment, and leaders needing to be based in the nursery rooms, have meant a lack of management oversight. The manager is in the process of trying to implement a curriculum that prepares children for the next stages of learning.

However, the curriculum intent is broad and not precisely focused. Some staff are unsure of what leaders intend children to learn or how to consistently implement this. As a result, the quality of education is variable.

This does n...ot help children to make good progress across all aspects of their development, particularly in their communication and language. Nonetheless, the curriculum for personal, social and emotional development and physical development is stronger. Older children choose from toys and resources to aid their own play.

They willingly share gardening equipment with their friends during planting activities. Children are confident and independent. Older children recognise and are starting to write their name, using skill and dexterity to accurately form letters.

Young children skilfully climb up and over soft-play apparatus. They develop their hand-to-eye coordination as they fill and empty containers during water play. Children enter happily.

They jump out of their parents' arms and are eager to start their nursery day. Children say hello to the friendly staff and the much-loved pet rabbit on arrival. Any minor anxieties are swiftly left at the door.

Children bound in and greet their friends. It is evident from the lively interactions and children's smiling faces that positive relationships are developing.

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

Leaders are in the process of devising a new a curriculum.

However, the curriculum does not have a clear intent. This means it is unclear what skills and knowledge children are expected to learn. Overall, children do enjoy activities and experiences that enthuse and motivate them.

However, at times, there are limited opportunities for children to develop new knowledge or to build on the knowledge they have already acquired. This means that although some progress is made, children do not make the progress that they are capable of.Self-evaluation is accurate and leaders are aware of the areas that need to be improved.

Leaders report that they have been affected significantly by recruitment challenges. This has meant that some managerial tasks have not been fulfilled. These include, monitoring the quality of education and providing meaningful support for staff to help to develop their practice.

Consequently, staff do not always support children to build on what they know and can do.Leaders act with integrity to ensure that children in receipt of additional funding receive the funding they rightly deserve. Staff contribute their ideas about how additional funding is used to benefit children.

However, leaders do not currently assess the impact that the funding has on individual children's progress. Leaders are unaware if funding is making a positive difference and contributing towards positive outcomes for children.Staff working with younger children and those who speak English as an additional language do not always help to further their communication.

For example, in the baby room, verbal interactions are limited and when words are spoken, they are often incorrect. Words used include 'handies', 'bum-bum' and 'birdies'. This does not help the youngest children to develop good speaking skills.

In contrast, older children develop good communication and language skills. They respond well to questions and ask their own. They draw on past experiences, such as a recent holiday or discuss their favourite foods during meaningful conversations.

During the inspection, staff failed to ensure that children were within sight and/or hearing at all times. The provider dealt with this breach in requirements swiftly and no harm came to children. However, leaders recognised the minor lapse in staff supervision.

Parents are very complimentary about the nursery. They praise the staff team and value the regular updates about their children's time at the nursery. Parents are told about current events and staff advise them of activities to do at home.

Photographs and observations are shared with parents. However, although mandatory assessment is shared, staff do not routinely involve parents in these assessments to provide more consistency in supporting children's learning.Children are secure in the care of staff who know them well.

Staff have high expectations for behaviour and promote golden rules. Staff acknowledge children's achievements and offer praise and encouragement. Overall, behaviour is good.

Yoga activities and a calm and cosy space help children to take some quiet time should they require this. Staff tune into children's individual needs. Tired children are soothed to sleep as soft music or white noise is played.

This helps them to rest and relax.The programme for professional development is not precise enough to give individual staff the help they need. Leaders recognise the need to further support staff to ensure that the curriculum intent is known and consistently implemented.

Nonetheless, staff do benefit from mandatory training and can access additional training should they choose to. Leaders have worked hard to build a consistent staff team. Staff feel valued and speak highly of leaders, who reward them with a day out or a pamper kit to show their appreciation.

Staff support children with special educational needs and/or disabilities well. The special educational needs coordinator is on hand to guide staff and help children. Together they work with parents and external professionals to ensure that support is provided in a timely manner.

Leaders and staff understand the importance of making swift referrals, should they identify any gaps in development. Children who need a little more help receive carefully targeted support. This helps them to make some progress.

Safeguarding

The arrangements for safeguarding are effective.Staff are trained well in child protection procedures and know how to recognise a cause for concern. They know the action to take to protect children's welfare.

Staff know the steps to take if they are concerned about the conduct of a colleague. Safe recruitment checks are completed by leaders. This helps to ensure that staff working with children are suitable to do so.

Staff care for children in secure environment. The required staff-to-child ratios are maintained. Strict exclusion guidelines are followed to prevent any cross-infection.

Policies and procedures are implemented to ensure that staff keep children safe during hot weather.

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 a curriculum that is ambitious and well sequenced, and has a clear intent for what children will learn 31/07/2023 improve staff professional development so they are all aware of and are able to implement a focused and challenging curriculum, that builds on what individual children know and can do 31/07/2023 ensure children are within sight and/or hearing at all times.31/07/2023 To further improve the quality of the early years provision, the provider should: help staff working with younger children to support their communication and language more consistently nevaluate the impact of any additional funding on individual children's learning, development and progress nextend opportunities for parents to contribute towards the progress check for children aged between two and three years.