Little Acorns Day Nursery (Springfield)

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enjoy coming to the welcoming nursery.

Parents do not currently enter the nursery due to COVID-19 restrictions. However, children enter happily and are eager to greet their friends and staff. They know the routine well and demonstrate good levels of independence.

For example, older children hang up their coats and belongings all by themselves. Younger children are supported because staff are on hand to offer help to those who need it.Children receive a lot of praise and encouragement.

This helps them to feel valued and they are willing to try new experiences. Those who need a little support regulating... their behaviour have time with their key person. This helps them to feel calm and relaxed before they venture off to play.

Children have lots of opportunities to explore their emotions. They listen intently to 'The Colour Monster', which prompts them to discuss their feelings. Children also use breathing exercises to calm them when they are feeling angry or sad.

These strategies help children to manage their emotions, which gives them a positive start to their education.Children's behaviour is good. Staff consistently encourage positive behaviour and have high expectations for all children.

As a result, children know the boundaries and develop a positive attitude to learning. Babies delight as they catch a glimpse of themselves in a mirror as staff play peekaboo with them. They giggle happily and point at their reflections, which helps them to establish a sense of themselves.

Toddlers who enjoy building learn about taking turns in small groups. They work collaboratively as they build a tall tower. Pre-school children develop their critical thinking as they create ramps using planks and blocks.

They test the ramps out as they excitedly roll balls down them. Children make good progress and acquire lots of skills needed for the next stage in their learning.

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

Managers have built up close links with local schools.

They seek ideas on how to support children's learning in readiness for school. For example, staff help children to develop important skills, such as independence and self-care. This helps to prepare them for their next stage in education.

As a result, children's transitions to school are seamless.Children enjoy calm and cosy story sessions. They access books from an early age.

Babies happily sit and enjoy looking at picture books. They are delighted when staff join them and read the story to them. Older children read favourite books outdoors, snuggled under blankets.

They recite familiar stories and show great confidence as they ask visitors to read 'The Little Mermaid' to them. Children are developing a real love of reading. As a result, they develop a wide vocabulary.

Staff support children's communication and language development well. For example, they talk to children as they play and ask them meaningful questions. Older children understand what happens now and next because staff use a picture timetable.

However, this approach does not work as well for younger children. This means that children who are not confident in their communication skills become a little upset and frustrated when they cannot make themselves understood.Managers provide opportunities for children to learn about those less fortunate than themselves.

They organise visits to local food banks to deliver donations of food that children have collected. This means children are beginning to learn about differences and how they can help others. However, children are not consistently given the opportunities to learn about diversity and the wider world beyond their own community.

This does not fully prepare children for life in modern Britain.Partnership working is strong. Children with special educational needs and/or disabilities (SEND) are supported well.

For example, staff follow guidance from speech therapists and physiotherapists, to help improve experiences for children. This helps them to make good progress.Staff work closely with parents, which promotes children's care and learning.

Parents report that their children's experiences in the nursery are positive. They say that the communication from staff is 'informative and helpful'. Parents also appreciate the advice on how to help their children learn at home.

The manager regularly seeks the views of parents, children and staff. As a team, they reflect well on the quality of the nursery and strive to make improvements. Managers place high value on staff training.

They support staff to access training and gain higher qualifications. For example, the newly appointed special educational needs coordinator has completed additional training. As a result, she is well equipped to support staff in planning for children with SEND to help them make good progress.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff have a thorough understanding of their roles and responsibilities. They recognise the signs and symptoms which may indicate a child is being abused or neglected.

They know the procedures to follow should they have any concerns about a child or member of staff. The manager regularly poses questions to staff to assess their knowledge of safeguarding issues. This allows any gaps in knowledge to be addressed at staff meetings.

Staff risk assess the environment by checking for potential hazards, which promotes children's safety. Managers make good use of external support, referring families to other agencies when required. The premises are secure with locks on all entrances.

This means staff can stringently check visitors' identity before they come into contact with children. This culture of awareness helps to keep children safe.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nincrease opportunities for children to learn about similarities and differences between themselves and others in their communities nembed alternative methods of communication, so every child can understand and have their voice heard.