Ellie’s Little Kingdom

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff provide a welcoming learning environment in which children are secure and confident to express themselves. Staff build strong attachments and fully understand their role as key persons, ensuring that babies are well cared for and have the attention and support they need. For instance, babies and the youngest children have a very flexible settling-in period, which is personalised for each child and benefits their personal development.

Children have familiar routines and experiences, which helps to structure their day. Staff are led by what children want to do and are actively engaged in their play and learning. Children kn...ow that they can ask for resources that are not out.

Children have access to a variety of media to support their expressive arts and design skills. For example, babies enjoy making sandcastles, while older children concentrate hard cutting paper and gluing feathers, pom-poms, and pipe cleaners to make their own art. Children are comfortable at the nursery.

Some children excitedly talk to staff, and some are quieter, with beaming smiles. Leaders and staff have an ambitious learning programme in place. Staff skilfully adapt activities to meet the individual need and age range of the babies and children.

This has a positive impact on the quality of education that all children receive, including, children with special educational needs and/or disabilities (SEND).

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

The proactive leaders implement a well-focused, challenging curriculum that effectively supports children from their starting points. Staff use what they know about the children to plan interesting and stimulating activities that are rooted in their interests and help them develop the key skills needed to be ready for school.

Leaders embed a consistent approach to behaviour management. Staff set clear expectations to help children to understand how to share and take turns when they are learning together. This approach has a positive impact on all children's behaviour.

Staff show a high levels of respect for children's achievements and give meaningful praise for their efforts. All children behave very well.There is a strong focus on supporting children to engage in expressive arts and design.

Staff plan creative activities to help babies and children to explore various sensory textures. For instance, babies delight in hiding, as they play a "peekaboo" game with staff, using coloured scarves. Older children make their own decisions about what they create.

They pour, measure and mix the various ingredients needed to make their blue play dough.Staff engage children in regular conversation. They chat to babies and older children as they play and introduce new vocabulary.

For instance, staff maximise spontaneous opportunities to develop young children's speech, as they see a passing aeroplane. Toddlers repeat the word and wave to the aeroplane saying, "Bye bye", as it disappears from sight. Staff read books and explain the meaning of new words to older children.

Although, at times, staff working with older children ask several questions, they often answer them or move on before children have had time to think and express their own responses.Children learn about the importance of good hygiene routines and are encouraged to have regard for their own personal hygiene needs. Children are familiar with the consistent routines, promoting their confidence and sense of belonging.

Overall, children develop good levels of independence. However, on occasion, staff tend to complete tasks for children. For instance, they hand out plates at snack or tidy away resources that have dropped on the floor.

This does not support children to learn to complete tasks on their own.The management team implements an effective programme of supervision and appraisal for all staff to manage their performance and foster a culture of mutual support. Staff are supported in their professional development.

They maintain mandatory training and some staff are working towards early years qualifications.Partnerships with parents are successful. Parents are kept very well informed through electronic and daily verbal communication.

Parents have a very high regard for the nursery and describe it as a 'home from home'. Staff are committed to working closely together with them to ensure continuity of care and learning for their children.

Safeguarding

The arrangements for safeguarding are effective.

All staff complete training in child protection to ensure that they are aware of the local procedures for safeguarding children. Staff are aware of the indicators of abuse. They understand how to support vulnerable families who may be at risk of harm from extreme behaviours and views.

Staff carry out risk assessments to ensure that children are kept safe. There are effective recruitment and selection procedures in place to help ensure that those working with children are suitable for their role.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen teaching skills so that staff consistently give older children time to think, solve problems and express their own responses to questions strengthen opportunities for children to consistently develop their independence and manage tasks by themselves.