Little Keys/caius House Afterschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive happily and are greeted by the warm and friendly staff team. They quickly become engaged in the wide range of resources and activities in this stimulating and happy learning environment.

Staff interact well with the children, and are caring and nurturing. They are enthusiastic in their approach and make learning fun, praising children for their achievements. Children seek comfort and reassurance, and enjoy regular cuddles with familiar adults.

This contributes to children's sense of belonging, and helps them to develop their confidence and self-esteem.Children have a positive attitude to their learning,... and spend long periods of time at their chosen activity. They enjoy exploring play dough as they stretch, mould and shape it.

Staff interact purposefully as the children explore. They get down to the children's level, join in their play experiences and provide support when required. The manager and staff have high expectations for children's behaviour and act as good role models for them.

They implement a consistent approach where children understand boundaries and behave well. Children benefit from regular physical exercise. They explore the small outdoor space, as well as a large sports hall where they learn to negotiate space as they climb on apparatus, kick balls and skilfully ride on tricycles.

Parents comment positively about how the staff keep them informed of their child's progress, and give helpful support to them for their learning at home.

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

The ambitious and dedicated manager reviews her practice and provision effectively to make continuous improvements. She monitors staff well and identifies their strengths and weaknesses through regular supervision meetings.

Staff say that they feel very well supported by the manager.Staff know the children well and build on what they know and what they need to learn next. For example, children learn about the sequence of traffic lights to help them to think about road safety.

Children enjoy building with wooden blocks to explore counting, size and spatial awareness.The special educational needs coordinator is committed to her role. She regularly liaises with other professionals to ensure children receive the additional support that they need.

The sensory room provides a calm and comforting space for children. Children with special educational needs and/or disabilities, and those in receipt of funding, make good progress.Children enjoy healthy snacks, and parents provide a packed lunch for their children.

Additionally, children have plenty of opportunities to play in the outdoor space. They develop good personal hygiene and are encouraged to wash their hands and wipe their noses. However, staff do not make the most of opportunities that arise, including at snack time, to fully extend children's independence and self-care skills.

Children enjoy a wide range of messy play activities. They enjoy making patterns and prints with foam and paint, and use chalks and pencils to explore mark making. This helps to support their growing sense of creativity and imagination, and develop their fine-motor skills in preparation for writing.

Staff support children's early literacy skills well. For example, children learn about letters and the sounds they make. Staff introduce new words and language to help children to develop their vocabulary skills through stories and song.

Children listen with great interest.Staff carry out regular observations and assessments to identify what children need to learn next. However, during some group activities, staff do not routinely challenge children or maximise their learning to the highest level.

Children have good opportunities to learn about different cultures and festivals such as Halloween and Diwali, and through events such as Black History Month. The manager encourages parents to celebrate their family traditions and invites them to read stories to the children in their home language.Parents speak highly of the nursery and comment positively about the progress their child makes.

Staff update parents daily about their child's learning and the activities they have enjoyed. Parents feel involved in their child's learning and appreciate the support they receive from the manager and staff team.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff attend regular safeguarding training and work well as a team to keep children safe. They confidently know how to recognise the signs and symptoms that may indicate a child is at risk from harm, and the procedures to follow if they have any concerns about a child's welfare. Staff understand wider safeguarding issues, such as female genital mutilation and the 'Prevent' duty.

Robust recruitment arrangements ensure that staff are suitable to work with children. The premises are safe and secure, and staff are well deployed throughout the nursery.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to plan and recognise opportunities to further promote and develop children's independence and self-care skills continue to improve the quality of teaching during adult-led activities so that staff consistently provide challenging experiences to maximise children's learning to the highest level.