Leaping Lilies

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children demonstrate that they feel settled and are safe and secure. They increase their confidence as they make choices about what they would like to play with.

Children enjoy finding out how things feel. They are motivated and interested as they explore shaving foam with their hands. Children who are less reluctant to use their hands have opportunities to join in, using items, such as paintbrushes.

Two-year-old children show good concentration as they spend time completing puzzles. Staff support them to rotate the pieces, so that they fit into the board. Children develop a real interest in books.

Babies and ...toddlers explore material and board books, and two-year-old children join in with words and phrases to familiar stories. Older children show high levels of engagement at story time and eagerly recall the stories they have heard.Children develop friendships and show that they have formed positive relationships with staff.

They respond well to the gentle reminders staff provide about what is expected at nursery. Staff praise them for their efforts. Children enjoy adult-led activities, such as making play dough and cupcakes.

Staff help to promote the development of children's speech and language skills. They sensitively repeat what children have said, supporting them to hear the correct pronunciation of words.

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

The provider demonstrates a strong commitment to improving the quality of provision.

The changes made within the company mean that there is now effective oversight. The new management team regularly review and evaluate the nursery, to ensure that children continue to be provided with quality care and learning experiences.The quality of teaching is good, overall.

Staff, in the main, encourage older children to think and solve problems for themselves. For example, children express their own preferences, such as voting on which book they would like to hear staff read to them. When building a 'house' outside with large blocks, staff ask children where the blocks should go.

However, at other times, staff do not effectively challenge or extend children's learning. This means that children do not achieve as much as they can from every potential learning opportunity.The management team monitor staff performance.

Staff are provided with effective supervision and ongoing support to help them to develop their practice. Staff morale is good. They comment positively on the company 'dynamics'.

Staff say that they are well supported, and their well-being is given high priority.Staff are able to discuss children's interests and where they are in their learning. They ensure the available resources in the rooms meet children's needs.

However, some staff do not always respond quickly enough to what younger children are doing and re-direct them to more purposeful play. As a result, some children lose interest, for example, as they mark make with wax crayons.Children follow routines, such as at snack time and lunchtime.

They are provided with a range of fruit and freshly cooked meals as part of a healthy and balanced diet. Staff praise children as they use good manners. They encourage children to have a go at using cutlery correctly.

Staff demonstrate to two-year-old children how to wash their hands thoroughly before and after eating.Staff understand the importance of promoting children's physical development. Older children enjoy outdoor play.

They kick balls and throw hoops and bean bags. Indoors, staff support babies to build on their early walking skills. They ensure that they have plenty of space to crawl, stand and step.

Staff maintain a safe environment and supervise children well. Risk assessments and daily checks of the premises are thorough.Staff develop effective partnership working with parents, who comment positively on the nursery provision.

Parents state that their children are happy to attend and confirm that their child's key person knows them well. They comment that the new management team have made positive changes, for example, with how information is shared and communicated. Where necessary, staff work closely with parents, and other professionals, to support children with special educational needs and/or disabilities.

Safeguarding

The arrangements for safeguarding are effective.The management team implements thorough procedures to ensure the safe recruitment and induction of new staff. Staff have a good awareness of their safeguarding responsibilities and understand their duty to keep children safe and protected from harm.

All staff complete training in child protection to ensure that they recognise the signs and symptoms of abuse and neglect. They are able to confidently discuss safeguarding and whistle-blowing procedures. Staff understand wider safeguarding issues that may impact on children.

Relevant information is displayed throughout the setting to further support staff. This includes local safeguarding partnership contact information.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance teaching so that staff consistently challenge and extend children's learning, so that children achieve as much as they can focus support and coaching for staff to help them to fully understand how to sequence the curriculum, so they consistently shape activities to support children's ongoing learning.