Little Fireflies Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happily at this homely setting, where staff welcome them with smiles. Children quickly explore the activities and opportunities on offer.

They enjoy exploring paint to make butterflies and delight in showing their friends what they have made. Staff encourage and praise children's efforts. For example, staff model to children how to do up their coats and cheer when they do it themselves.

Staff plan an interesting and motivating curriculum. They provide children with a range of resources that spark their imagination. For example, children spend a long time engaged in creating 'smoothies' together outside ...with leaves and grass.

Children behave well. They are respectful of their friends' needs. For example, they pass them their 'special' milk at snack time.

Children who have recently started develop warm relationships with staff, who are kind and caring towards them. This helps them to settle in. Children with special educational needs and/or disabilities are supported well.

Staff use simple sign language and gestures to help them communicate. Children who did not speak when they started are now confident communicators. Staff foster a love of the natural world by encouraging children to plant fruits and vegetables.

Children delight in picking blackberries they have grown and eating these at snack time.

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

Leaders and managers understand their roles and responsibilities well. Where there have been recent significant incidents, they have taken swift and appropriate action to meet requirements.

For example, they adapt policies and procedures to ensure children are safe.Staff know their children well and plan a curriculum that supports their learning and development. They use children's interests to plan activities that build their knowledge and skills.

For example, children remain focused and engaged while playing an animal matching game, talking about the different pets they have at home.Children learn important skills for the future. For example, children set up snack time themselves, gathering cups and bowls and pouring drinks for their friends.

Children wait their turn to use the bubble wand patiently. This supports their social and independence skills. Staff support children's self-care skills well.

They sing rhymes to encourage children to remember to wash their hands and children excitedly join in.Children who speak English as an additional language are well supported. Where staff speak different languages themselves, they use these to teach children and colleagues key words.

This helps children to communicate with each other and to settle in.Staff are good role models. They extend children's communication and language well.

For example, children name favourite flowers that they have recently planted. Staff encourage families to share special books. Children eagerly settle to hear a story read outside, turning the pages and joining in.

This encourages a love of reading.Parents talk highly of the setting. They say that their children have made progress in their communication skills, independence and confidence.

They appreciate the opportunities to talk about their children. Parents who have recently moved to the country say they are welcomed and valued. They say they receive support to help their children at home, for example in reducing reliance on dummies.

Leaders and managers are committed to providing good quality care and education. They have reflected on and developed practice and provision and have future plans to expand their provision for families. They work closely with local schools and other settings to ensure a smooth transition.

They share information effectively with other providers to ensure continuity of care for children.Staff say they enjoy working at the setting. They talk highly of the regular staff meetings they have and the staff 'shout outs' to support their well-being.

However, at times, monitoring of staff practice is not fully effective. Some staff are not as confident as others in their practice. This means that at times, the approach to children's learning is not fully consistent.

Leaders and managers are committed to retaining a well-qualified workforce.

Safeguarding

The arrangements for safeguarding are effective.Leaders and managers are committed to ensuring the safety and welfare of children.

They have effective processes and procedures in place for the recruitment, vetting and ongoing suitability of staff. They have undertaken safer recruitment training to ensure they have up-to-date knowledge. Staff have completed safeguarding training and can correctly identify signs and symptoms of abuse.

They know where to go to access information, advice and support if they are concerned about a child or a colleague. Leaders and managers have recently reviewed their policies and risk assessments to ensure all staff understand how 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: strengthen the arrangements to monitor the effectiveness of staff induction and training to promptly identify any gaps in staff confidence, knowledge and skills and ensure a consistent approach.

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