Little Elms Daycare Beckenham 2

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and eager to start their day. They develop close bonds with staff that help them to settle, and staff support children's emotional development well.

Younger children regularly check in with the staff for cuddles of reassurance, before heading back to play with their chosen activity. Babies thoroughly enjoy song times. They eagerly join in, rushing to get toy animals that link to the song.

For example, children get pigs, cows and horses and give them to the staff when they sing 'Old McDonald had a farm'. Children beam with pride knowing that staff have listened to their choice of animal. Children are ...developing good language and personal skills.

Children learn the differences between right and wrong and the importance of self-regulation. Older children happily sit and have animated discussions. They understand the importance of listening to each other's views and responding to these.

For example, they discuss monsters and where they find them and the scariness each one has seen. Children are skilled at settling debates without staff intervening, which helps children to communicate effectively. Children behave well.

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

Leaders have worked hard to make improvements to the provisions for children in the nursery. All actions have been met that were set at the last inspection. The manager has had time to embed key practice with staff to support children's learning and development.

Leaders are aware of weaker practice in the outside spaces. However, they have not given staff coaching to enhance teaching, for example, to help staff provide more challenge to all aged children who prefer to play outside in order to enhance their overall learning.Leaders have a clear vision for the nursery, and this is shared by staff.

They have a well-thought-out curriculum. Staff plan activities that support children's learning and development when indoors. They review children's individual needs and use these assessments to plan for children's next steps.

Staff are all fully aware of the learning intentions for children. They focus on implementing these for each child. This helps children to make good progress with their learning.

Staff are aware of the impact that the COVID-19 pandemic has had on families and children. Staff have extended settling-in processes to help to support children with their personal and social development.Children are skilled in talking about their emotions and how they feel.

They discuss with staff certain emotions and link these to events they have experienced. Staff respond well to support children's emotional well-being.Staff make sure they listen to children.

For example, staff ask children if they wish to have their nappies changed. Children who reply 'no' are left a bit longer to enjoy the activities that they are involved in. Staff allow them enough time to finish what they are doing, making sure children's learning is not interrupted.

Leaders and staff work closely with parents to support continuity of care for children. They gather parents' views and share children's learning and ideas for activities to continue learning at home.All staff are fully aware of the importance of supervision of children and deploy themselves effectively to keep them safe.

When moving younger children between play areas, staff make sure they do this in small groups. This enables staff to teach children how to use stairs safely and helps to support children's physical development.Children with healthcare plans receive good support from staff.

For example, key staff receive special training to administer medical treatments, which helps to ensure all children can join in together and have the same learning experiences.

Safeguarding

The arrangements for safeguarding are effective.Since the last inspection, leaders have worked hard to improve the safety and well-being of children in the nursery.

Staff use choke tubs to ascertain what resources are suitable for the ages of children participating in activities. They are highly mindful to make sure activities meet the individual needs of children. Staff are fully aware of their roles and responsibilities in keeping children safe.

They have a clear understanding of signs and symptoms of abuse and who to report any concerns to. Staff are aware of local safeguarding trends and what areas they need to be more alert to, helping to keep children and families safe from harm.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: coach staff to plan and implement more challenging activities for all children who prefer to play in the outside spaces.

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