Little Elms Daycare Beckenham 1

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Leaders of the provision are clear about what they want children to learn and why. However, they do not monitor the curriculum implementation well enough to help identify and address some inconsistencies in staff's teaching. As a result, the teaching and learning across the setting is not strong enough to help all children make the best possible progress.

Staff have a caring attitude and develop strong relationships with children. They implement robust procedures to help children who are new to the setting to become comfortable and explore the learning environment with ease. Children demonstrate that they feel safe and secure.
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However, on some occasions, staff do not deploy themselves well to help ensure that all children receive the necessary support that they need. Some behaviour incidents that arise during children's play go unnoticed by staff, which then disrupt children's play and learning. Nonetheless, most children display a positive attitude to learning.

Overall, leaders and staff are prompt to identify and put in support plans to help children identified as having special educational needs and/or disabilities (SEND). However, staff do not always follow the support plans and use their knowledge about individual children's needs well enough to help them access the curriculum fully. Occasionally, these children become unsettled and disengaged.

Staff support children's communication and language development well across the different age groups. They introduce children to new words and sentences through everyday conversations, songs and stories. As a result, children develop good communication and language skills to help prepare them for the next stage in their learning.

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

Leaders organise regular staff supervisions and room observations to monitor the quality of education across the nursery. However, they have not addressed the inconsistencies in staff's teaching to ensure that children receive high-quality interactions throughout the day to help them build on previously acquired knowledge. At times, staff do not deliver the learning experiences as intended to help keep children meaningfully engaged.

Staff offer lots of praise throughout the day which helps to boost children's self-esteem. They support children to become familiar with the daily routines and encourage them to share and take turns. However, on a few occasions, staff fail to deploy themselves well to notice and address behaviour incidents arising from children's play.

This does not help to ensure that all children are supported to understand what is expected of them.Leaders use additional funding well to ensure better outcomes for children from disadvantaged backgrounds. They implement effective monitoring systems to identify children who may require additional support with their learning, including those with SEND.

However, they have not ensured that staff consistently implement the agreed support strategies, particularly during transition times to help meet the needs of children with SEND.Partnership with parents is effective. Staff keep parents informed about what their children are learning and how they can support that at home.

Leaders actively seek and act on the views of parents to help drive improvements. The introduction of a 'Parent Partnership Committee' has helped to strengthen the partnership working and ensure that parents have a voice in the stetting and contribute to the decision-making.The curriculum intent for physical development is implemented well.

Staff support children to develop their fine motor skills through filling and pouring activities. They organise the learning areas well to allow babies to move around safely and explore the surroundings with confidence. Pre-school children and toddlers enjoy taking age-appropriate risks in their play.

With guidance and support from staff, they walk on balancing steps and go through tunnels, learning to negotiate their bodies in different ways. In addition, staff extend on children's understanding of healthy eating through discussions and role-play activities. These opportunities build on children's physical development successfully.

Staff use mealtimes to foster social relations and independence skills. They encourage pre-school children to manage their clothing needs, including putting their coats on and off independently. This helps children to acquire some essential self-help skills needed to support the transition from nursery to school.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: make sure staff consistently deploy themselves effectively to help meet children's learning needs, particularly in the Robbins room nimprove staff supervisions and provide targeted support for individual staff to precisely address inconsistencies in staff's teaching, and to help raise the overall quality of education to a good level develop all staff's understanding of how to support children with SEND and ensure that agreed strategies are followed consistently to help all children make good progress in their learning and development.

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