Little Avanti Stanmore

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are at the heart of this welcoming setting. They play and learn in a happy and vibrant environment.

The exciting activities are thoughtfully planned and highly adaptable, to support children of different ages in all areas of their learning. Children show that they feel confident and relaxed in the setting. They make choices from the activities and resources and show positive attitudes to learning.

For example, children concentrate and show attention to detail as they draw maps. They display their active imaginations as they discuss the places and features in their maps. Older children demonstrate progression i...n their learning, as they practise writing their names on their pictures.

They are proud and happy to show them to staff.Children develop close and caring bonds with the attentive staff. They receive lots of praise and encouragement.

This boosts their self-esteem and supports them to engage in the activities. Children respond positively to the high expectations of staff. They listen well, follow the routines and understand the boundaries for behaviour.

Children play harmoniously together. Older children develop firm friendships and play cooperatively with their peers. Children learn to be independent with their personal care.

They enjoy being helpful and assist staff with tasks, such as laying the tables at lunchtime.

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

The manager has a clear vision of how to provide high-quality care and education. She and the staff strive to create a supportive and inclusive environment.

They value children's unique characteristics and ensure that the environment and resources reflect their previous experiences. For example, they provide dual-language books, so that children can enjoy their favourite stories in their home languages.Staff's morale is very good.

They feel valued and know the manager welcomes their ideas and suggestions. Staff speak with enthusiasm about recent training and its positive impact on children's learning. For example, they have broadened the opportunities for children to experiment with making marks, which has greatly enhanced children's enthusiasm for writing.

The support for children with special educational needs and/or disabilities (SEND) is very effective. Staff who take a lead in this are knowledgeable about children's individual needs and manage these in a positive way. Staff work in partnership with parents and other professionals to provide targeted support and close any gaps in children's learning.

Therefore, all children, including those who receive funding, make good progress.Teaching is of a high quality. For example, as children play in their pretend shop, staff support their social interactions, teach them new words and extend their understanding of numbers.

However, staff do not always promote children's problem-solving skills as effectively as possible, when tasks become difficult or challenging.Staff support children's communication and language skills well. For example, they model speech and introduce new words.

Staff recognise when to simplify their language and when children will benefit from using visual aids, to enhance their understanding. This helps all children, including children with SEND and those who speak English as an additional language, to become confident and effective communicators.Children display consistently high levels of engagement and enthusiasm as they learn and play.

They enjoy a wide range of sensory experiences, which help them to develop their understanding of the world. For instance, toddlers discover the taste, smell and feel of fresh fruit and vegetables, as they 'cook' in their outdoor kitchen. Older children use their curiosity to mix 'potions'.

They experiment by adding crushed chalk, mud and water, to change the colour and consistency.Children benefit from spending lots of time playing outdoors, which promotes their physical health and well-being. They enjoy lots of exciting and engaging opportunities to develop their large- and small-muscle movements.

For example, children learn to pedal and steer tricycles, dig in sand and build with large construction materials. This helps them to develop good strength and coordination.Parents speak highly of the setting and staff.

They say that their children are happy and excited to attend. Parents value the setting's commitment to promoting healthy lifestyles for children. They say that staff keep them well informed about their child's daily experiences at the setting.

This includes details of their care and photographs of their play, which are provided via an online app.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff understand their responsibilities to safeguard children.

They complete safeguarding training and regularly review safeguarding matters. Staff know how to recognise the signs of neglect and abuse. They understand the wide range of risks that children may face, such as exposure to extreme views or domestic abuse.

They are confident about what to do if they have a concern about a child's welfare or the conduct of a colleague. The manager and provider follow robust recruitment processes, to help ensure staff are suitable. Staff assess the environment to remove and reduce any potential hazards.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: help staff to further develop their teaching skills, to provide a more consistent approach to supporting children's problem-solving skills