Little Walkers Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The quality of education is not yet consistently good across the nursery. Leaders have a clear curriculum, which builds on what children can do and need to learn next. However, staff do not yet fully understand how this should be applied through their teaching, to ensure children receive high-quality learning experiences.

Children sometimes wander around as the environment does not always gain their interest during periods of free play. Despite this, children enjoy sitting with staff during adult-led activities and show keenness to join in. They learn about shapes and are beginning to recognise some shapes in books they share, and... in different resources across the environment.

They point out 'blue circles' when outside, and show interest as staff show them that the crocodiles in a book have triangular teeth.Staff are not always deployed effectively across the nursery to provide appropriate supervision to children. Staff do not notice when toddlers climb on top of storage units, increasing their risk of injury.

That said, children are happy to attend the nursery and they build good relationships with staff. Babies seek out staff when they are feeling anxious or upset and settle quickly once they are comforted by familiar adults. Staff sit with babies and pull toys out of a singing sack.

They sing nursery rhymes which relate to the toy. Babies enjoy listening to staff singing. They sway from side to side and smile with delight as they watch staff perform actions to the songs.

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

Leaders have designed a curriculum which they are passionate about. They have a clear view of what they want children to learn and consider what skills children need to move on to their next stage of learning. For example, leaders acknowledge that children benefit from developing skills, such as putting their own shoes and coats on, before moving on to school.

Staff access some training which builds on their knowledge and skills. However, this training is not transferred into practice. Staff do not yet fully understand how to implement the curriculum consistently through their teaching and planning.

This means that children do not yet receive high-quality learning opportunities.Staff are not always deployed effectively to ensure adequate supervision of children. For example, some children climb on top of storage units, and other children wander in and out of the toilets without being noticed by staff.

This compromises children's safety and well-being at times.Staff assess and review children's stage of development. They observe what children can do and create next steps based on what children need to learn next.

They then plan adult-led activities, which focus on developing children's knowledge and skills further.The environment is designed to incorporate all areas of learning for children. However, these are not always inviting.

When children are not engaged in adult-led activities, they are reluctant to explore and do not express an interest in the activities on offer. Therefore, children are not always motivated to access different learning opportunities during times of free play.Children generally behave well.

Leaders have implemented some strategies across the nursery which support children to recognise their own feelings and how these impact on others. Leaders sit with children in self-regulation areas and talk to them about how they feel. This helps children to begin to understand their emotions.

Parents comment positively about the nursery. They talk about their children being happy and say they receive communication about how their child's day has been. They appreciate how supportive staff are when they have informed them of difficulties their children are experiencing.

Leaders have an oversight of the nursery and have identified areas of practice which need to be improved. They have identified ways in which they can action these and make improvements to the nursery. They regularly spend time in the room to observe staff and monitor their practice.

However, they often take the lead when situations occur in the room with children. For example, when children struggle with their behaviour, leaders step in and manage the situation. This means that staff do not always have opportunities to develop their own practice.

Safeguarding

The arrangements for safeguarding are effective.Staff recognise signs which may indicate a child is at risk of harm. They know the procedures to follow should a concern arise and understand the importance of recording information.

Leaders and staff know what to do if an allegation is made against a member of staff and understand their role in sharing information with other agencies. Staff have completed first-aid training. They practise fire evacuation procedures with children.

Staff carry out risk assessments of the environment and can identify some areas which may pose a risk to children.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date deploy staff appropriately, so that the needs of children are met at all times, and to ensure their safety and well-being 01/09/2023 implement an effective system to coach and mentor staff on how to develop their practice to meet the needs of children at all times.01/09/2023 To further improve the quality of the early years provision, the provider should: nenhance staff's understanding of how to implement the curriculum to help children access high-quality learning opportunities develop the learning environment to ensure it fully supports the curriculum and generates curiosity and motivates children to learn.