Little Legs Cottesmore

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Most children who attend the nursery have parents who serve in the British Army. Children have good opportunities to meet other children who hail from different Commonwealth nationalities. There is a distinct air of fun and nurture in the nursery.

Children are happy and feel safe in the environment. They show high levels of curiosity as they play and explore independently. Children practise their physical skills inside and outdoors.

They play games outdoors that help them to develop their muscles, such as throwing hoops. Young children learn to climb confidently inside on the large play equipment. Staff value what chil...dren can do and they interact sensitively in their play so as not to interrupt their natural curiosity.

Children benefit from staff who are genuinely interested in their play. They initiate conversations with staff who ask them questions and challenge their thinking. Staff ask children about growing plants.

Children respond, 'they need seeds and water', staff reply, 'and what else?' Staff have a genuine interest in what children have to say and there is a strong focus on developing children's communication and language skills. Children develop good friendships with each other. They run in when they arrive and soon become engaged in playing together.

Children develop their understanding of how their actions can affect others. They react positively to staff, who use gentle reminders to help them learn how to resolve minor conflicts that may arise.

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

The provider is a warm and caring leader who is popular with the children and is highly regarded by her staff team.

She offers a good level of support for staff. She works alongside them and observes staff's practice. The provider uses the information gained to help set targets to improve, such as developing their practice with different age groups.

Staff have regular supervision meetings and know that they can speak to the manager at any time.Staff know the children well and talk confidently about them. They know where children are in their learning and there is a clear aim for what they want them to learn next.

Activities and resources reflect children's interests and learning needs. Staff support those children with special educational needs and/or disabilities well and as a result, they make good progress.Staff's obvious love of teaching children is infectious and this helps to motivate children to learn.

Staff organise the inside and outdoor spaces well. The resources provided are exciting and thoughtfully presented to reflect children's growing interests. For instance, when children say they are archaeologists, the next day staff arrange for them to dig for dinosaurs in the sand.

This helps to engage children and support their learning needs.The provider and staff put a lot of time and effort into ensuring that all children are nurtured. This helps to support their well-being.

They are mindful that parents regularly go away and consistency is what is needed for the children. Routines add to children's sense of belonging and they follow them well. Staff encourage children to have respect for each other and to value themselves.

Consequently, children develop a positive sense of self-worth and learn how to follow the expected rules for good behaviour.Staff support children's early literacy. They read a book while babies explore textures associated with the story.

Babies repeat common phrases, such as 'oh no'. Staff read stories in an exciting manner and this helps children to engage. Older children snuggle up on the sofa and share a story with staff.

This contributes to an early love of books.Staff provide children with opportunities to explore technology, such as electronic tablets. They never leave children unsupervised with electronic devices to ensure they are not exposed to potential risks.

However, there is less emphasis on supporting children to understand the potential dangers when they use internet-enabled devices.Overall, staff provide children with activities to support their listening and attention. However, the structure and organisation of group times are not always fully effective.

For instance, some groups are too large and when groups are split, they run alongside each other and the room becomes noisy. As a result, some children can be distracted.Babies seek reassurance from familiar adults when visitors enter the room.

Staff use good techniques to distract children, such as initiating a singing session. Babies soon laugh out loud as they listen to the singing and play 'peepo'. This helps to support babies' emotional well-being.

Safeguarding

The arrangements for safeguarding are effective.The provider and staff have a good awareness of their safeguarding responsibilities. Staff complete training in child protection.

They have a good awareness of the indicators of abuse and know how to report concerns. The provider makes sure that she is aware of any changes to safeguarding guidance and legislation and any new information is cascaded to staff in meetings. The provider uses thorough recruitment procedures to ensure that staff who are caring for children are suitable.

The provider has created a safe, secure and hygienic environment for children. For example, low-level windows have safety locks and radiators are fitted with thermostat covers to avoid children being able to turn up the heat.

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 help children to become more aware of potential risks when they use internet-enabled devices support staff to review the structure and organisation of group times to reduce distractions.