Dean Close Little Trees Christchurch

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

The nursery uses the open-plan indoor play spaces well. Staff make good use of being able to mix age groups to adapt the curriculum and teaching to meet children's needs.

During shared play times, older children model learning and skills for younger children. Staff comment that older and younger siblings also enjoy these times to play together.Outdoors, staff take advantage of being on the school site.

Children can use the exciting play equipment in the school space as well as their own outdoor area. Older children build on their physical skills. They work out how to move through the mini indoor assault course.
.../>They climb on board the wooden pirate ship, using their imaginations as they search out 'hidden treasure'. Children cooperate with friends as they play football on the mini pitch. They develop confidence and resilience as they continue trying.

Younger children listen and learn outdoors too. They explore the sound of percussion instruments with staff. Staff encourage children to bang, shake and rattle the instruments.

They praise children when the manage to make sounds. Staff encourage children to listen to the environmental sounds outdoors. They talk about the different bird songs, the noise of planes in the sky or the sounds of the older children.

Staff make links to favourite nursery rhymes, encouraging children to play their instruments and sing along.

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

The manager and staff know children well. Each child has a key person who speaks regularly with parents.

They find out what interests children at home. They use this information to plan activities to stimulate children's curiosity and support further learning. For example, staff have brought in more activities based around children's recent interest in farm animals.

Children create with pretend farm buildings, make fields using cereals and add a pond circled with pebbles. They talk about the different animals and recognise the sounds they make. They listen to stories and explore factual books about animals and farms.

Staff support children's communication and language well. They ask questions, pose challenges and use children's home languages to help all children join in. Staff have created a dual-language book with colours for children.

They also provide a tray with coloured rice for children to explore. Children identify the different colours and tell staff. Children use English and their home languages.

Staff working with the younger children are learning signs to support communication. All children talk and build on their vocabulary well.Children's behaviour is good.

They share with others and take turns in conversation. They concentrate well as they play. Staff offer reminders to be careful, for example when children try to shut the playhouse door while others are wanting to get inside.

However, children are sometimes confused about what they should do. For example, at mealtimes staff tell children it is nearly time to eat. Children rush to wash their hands and miss staff telling them that they need to put toys away first.

Staff provide accessible toys and resources. Children can choose what they want to do. They gain confidence in expressing their wants and needs.

Older children join in with small-group times to talk about how they are feeling. Staff give them plenty of time to talk and say what they want to say. Children show respect for others.

They listen to each other and wait for their turn to speak. Children are learning that their views are important and that others will listen to them.Children show they feel safe and secure.

They engage well in activities, playing alongside or with others. They 'cook dinner' using the pretend kitchen units. They find the pots, pans and play food they want and put the food in the oven to cook.

Other children pour water into and out of different containers. For the most part, staff engage the children well. On occasion, staff are busy with a small group and miss when other children might need support or help.

Staff encourage children's mathematical learning. Children create their 'pirate ship' with the wooden blocks. Staff ask them to describe the shapes and count the blocks.

At snack time, children count how many cups and plates they need. Staff offer reminders about healthy food choices. They encourage children to pour their own drinks and use knives and forks to eat.

Children develop their self-help skills.

Safeguarding

The arrangements for safeguarding are effective.Staff know what to do in the event of concerns about the well-being of children.

They keep their training up to date, so they are aware of current legislation. The manager makes sure that staff are suitable to work with children. She monitors all staff to make sure they understand their roles and responsibilities to keep children safe.

Staff help children to manage their own safety. For example, they help younger children work out safe ways to climb the steps to the slide and slide down.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove the organisation of changes in the routine to make sure support for children helps them know what to do next make sure that staff notice and include children better in activities in ways that help them learn and develop further.

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