Little Bear’s In Elephant And Castle

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children's emotional needs are supported well. Babies receive warm attention from caring key persons and experience routines that mirror those from home.

Those who are new to the nursery separate easily from their parents and quickly settle in. Children demonstrate positive social skills. They show that they feel secure and safe.

For example, children play peekaboo and interact with unfamiliar adults. Children have good opportunities to develop their independence from an early stage. Toddlers dispense their own water when thirsty and self-serve at mealtimes.

Older children begin to manage their personal care n...eeds effectively, such as when using the 'snuffle station' to wipe their noses and dispose of tissues.Some pre-school children are very confident communicators. They use their imaginations well, such as when adopting different roles for themselves and the toys that they play with.

Children who speak a language other than English at home begin to develop their English-speaking skills. Older children persist at challenging tasks during threading activities. Babies run wheeled toys in paint and notice the marks and patterns that they make.

They hold the photos of family members close to them and look happy and proud as they show off the photos to others. Toddlers play happily outdoors. They experience different textures as they use sand or create mixtures in the mud kitchen.

Children enjoy increased opportunities to plant and grow.

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

Leaders and managers work together effectively to make improvements. Since the last inspection, they have strengthened arrangements for staff deployment and induction.

Parents speak highly of the support and information that they receive from key persons. Children benefit from improvements that have been made to nursery routines and the learning environment.Staff receive support to gain recognised qualifications and complete training to help develop their professional practice.

Those who are new to leadership roles benefit from the knowledge of accessible and skilled mentors. Managers implement induction procedures effectively. They communicate and reinforce their high expectations of staff appropriately.

Staff plan activities that help children to develop their communication and language. Pre-school children are encouraged to recall and discuss events. Staff provide opportunities for children to sing rhymes and enjoy music.

They share stories and speak with children about what they do. Staff gather key words in children's home languages and speak with children about important people in their lives.Staff show that they understand how to sequence learning opportunities for children.

For example, children strengthen their small-hand muscles as they use water dispensers, scoop sand or manipulate dough. This prepares them well for later writing. Staff help to strengthen the upper bodies of babies.

This helps babies to better move around as they develop their physical skills.At times, staff do not adapt their teaching well enough to match the learning needs of children. For example, the most-able children are not consistently challenged.

Less-confident children are not fully involved during adult-led activities. The needs of children who speak a language other than English are not well considered. Despite this, children progress well from their starting points in learning.

Children behave well and show that they acquire good social skills. Children use good manners at mealtimes and play cooperatively with their friends, for example when at the mud kitchen. Children giggle and laugh as they hide inside tyres.

They excitedly seek the attention of adults when they notice planes flying overhead.Staff manage children's care needs effectively. Babies are cuddled closely as they feed from bottles.

They use comfort items from home and staff gently soothe them to sleep. Staff work together with parents towards successful toilet training. Children enjoy nutritious meals that reflect their dietary needs and staff help them to practise tooth brushing after lunch.

Parents have opportunities to give feedback about the service. They notice the progress that their children make in their learning. Parents appreciate the support and advice they receive, such as how to manage mealtime and sleep routines at home.

They receive regular information about their children's experiences. Communication with parents about how to support their children's learning at home is less effective.

Safeguarding

The arrangements for safeguarding are effective.

Staff complete training to update their safeguarding knowledge. They know how to recognise and respond to concerns that a child is at risk of abuse or harm, or if an allegation is made. Managers work effectively with relevant agencies to help keep children safe.

They take action to remove hazards, such as removing items that blow into the garden area. Staff are alert to possible risks to children, including exposure to extreme views, unsafe technology or domestic abuse. Managers and staff implement procedures, such as staff inductions and garden headcounts, to help protect children's safety and health.

Leaders and managers follow safer recruitment guidance. There are effective arrangements to assess the ongoing suitability of staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nenhance support for teaching skills, so that staff plan and implement challenging activities that take account of children's individual learning needs strengthen communication with parents, so that they better understand how to support their children's learning at home.