Little Lee’s Childcare

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Staff show consistently positive interactions with children, who receive warm welcomes as they arrive. Staff encourage children to play together well and support them to develop their social skills. Children follow instructions and behave well.

Some children who speak a language other than English at home communicate effectively when familiar staff interact with them. Others engage well with learning when they receive close support from staff, for example as they explore making marks on a large interactive screen. Staff give children choices about what to do.

For example, some children choose to play with dough during gro...up sessions. They happily join in with singing from afar. Staff recognise when children need quiet times.

Children look at books independently or by themselves in tents. Children show their independence as they find and put on their coats before going outdoors. Children enjoy pretend play at the 'car wash'.

They share resources to help scrub and clean wheeled toys. Staff support children to understand different roles in their wider community. Children learn how to maintain their dental health during a visit from a dentist and meet their local police officer.

At times, teaching is not fully effective. Staff do not adapt group activities well enough to engage all children in learning. Some children, including those with special educational needs and/or disabilities (SEND), become distracted or lose interest.

Nonetheless, children learn the basic skills that they need for their next stages in learning or moves on to school.

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

Leaders work together to address identified weaknesses. They took prompt action to improve the security of the premises following a significant incident.

Leaders seek feedback from others to help them develop the service. They share a commitment to continuous improvement. However, they do not currently monitor the service well enough to achieve positive outcomes for all children.

In addition, the provider has not notified Ofsted of changes to their address.Leaders are establishing a new staff team. They follow safer recruitment guidance and implement induction procedures.

Less-experienced or qualified staff say that they feel well supported in their roles. Leaders mentor and supervise staff. However, gaps in staff's knowledge sometimes affect children's levels of engagement in learning and the effectiveness of safety procedures.

Leaders provide staff with support to improve their curriculum knowledge and teaching skills. However, this is not yet fully embedded. At times, staff do not closely consider the needs of children with SEND or those who experience another language at home to help them access the curriculum.

In addition, leaders do not check that activities are available for babies at the start of the day. Some children are therefore unable to make the most of learning opportunities to help them build further on what they know.Staff complete headcounts of children throughout the day and regularly monitor those who sleep.

However, leaders do not review safety measures well enough to ensure that all procedures are effective. For example, barriers intended to keep children safe outdoors are not securely fitted together. This does not have a significant impact, as staff are deployed appropriately to supervise children.

Leaders arrange visits from receiving school staff and share information with them about how children learn best. This contributes to more positive outcomes for some children as they prepare for school. Leaders engage with specialist advisers to help staff understand how best to support children with SEND.

However, staff sometimes fail to share important information. This does not help parents to fully understand how children's learning can be better supported to help close more persistent gaps in learning.Staff use information gathered from parents effectively.

They respond well to the care needs of children and help them to develop independent self-care. Children begin to understand how to look after themselves, such as when they learn how to brush teeth correctly. Staff maintain accurate records for children's attendance, accidents and personal care.

Children enjoy healthy and nutritious meals that reflect their dietary needs.Parents value the welcoming and friendly staff. They say that their children are happy to attend.

Parents notice improvements in their child's social skills and interactions with others. Staff invite parents to nursery events such as graduation celebrations for children moving on 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 meet the requirements of the early years foundation stage, the provider must: Due date improve staff's teaching skills so that they understand how to plan and implement a challenging curriculum that takes account of the individual learning needs of all children.25/10/2024 To further improve the quality of the early years provision, the provider should: nenhance training, support and supervision to help staff understand and carry out their roles effectively monitor and review communication with parents to ensure that emerging or persistent gaps in children's development are accurately shared with parents and more promptly addressed.