Little Lions Nursery Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

All children and families are warmly welcomed into this inclusive nursery.

Children settle quickly and feel happy and safe. All children, including those who are learning to speak English as an additional language, benefit from the unique support they receive. Staff use some words in children's home languages when they first start.

This contributes to their emotional security. Children make good relationships with their key staff, which develops their confidence to communicate with others. Children benefit from the way that staff make good eye contact with them and use hand gestures, alongside simple language and clear... and repetitive words.

This consistent approach aids younger children and those who speak English as an additional language to improve their communication skills.Children behave and play well together. They thoroughly enjoy recreating the story of 'We're Going on a Bear Hunt'.

As a member of staff reads the story, the children used props to 'squelch' in the mud and 'splash splosh' through the water looking for the bear. Staff engaged in imaginative play with the children and extended children's learning, particularly their language and early literacy skills. Although the curriculum is generally well planned, during group sessions and times of transition, the children lack motivation and interest in their learning.

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

Children and staff make regular trips to the adjoining parkland to engage in their forest school sessions. A member of staff has attended forest school training. The children enjoy planting and growing flowers in the gardening club area.

Children enjoy fresh air and exercise and learn to take appropriate risks as they use real gardening tools. They enjoy riding wheeled toys and using tyres as stepping stones. Children develop their physical skills and confidence.

To support the partnerships with parents, the manager regularly engages translator services. Therefore, children's learning is more consistent as their parents understand how to complete learning activities to help them at home. The manager ensures children enjoy a wide variety of activities that they may not benefit from elsewhere.

These include weekly sports sessions, forest school and gardening activities.Staff help children to develop their independence. Children enjoy having responsibility for tasks, such as cutting up their own fruit snack.

They are encouraged to always try to do things for themselves first, for example putting their coats on and opening food wrappers.There is a broad curriculum and a successful range of well-planned opportunities for children, based on what they already know and can do, which build on their interests. For example, staff support children to work together in twos to carry heavy tyres and to build towers.

Children negotiate who walks at the front and the back and direct themselves to the correct location. Staff help children to explore emotions through stories and talk to them about being kind.Staff know the children well.

They make accurate assessments of children's progress. Staff work in partnership with parents and other professionals to provide the support children need to achieve and to close any gaps in learning. Parents say they feel well informed about their children's learning and development.

They appreciate regular updates using the online system.The manager works closely with staff to monitor the progress that children make. She supports staff through supervision and coaching to improve teaching.

Assessments are used effectively to implement a curriculum that prepares children well for their move to school.Young children concentrate and listen attentively to staff during small-group times or one-to-one story and singing sessions. They are keen to listen to stories and, with staff support, help to tell the tales, repeating familiar phrases.

However, the lack of organisation in larger groups means the children lose concentration and focus. Also, staff do not consistently help older children to understand what is expected of them during changes in the routine, such as tidy up time.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff have developed a strong culture of vigilance to safeguard children's welfare. All staff are aware of how to identify and report any concerns they may have regarding the children. The manager has strong partnerships with a wide range of professionals to ensure children consistently receive the support they need.

All staff are first-aid trained and constantly risk assess the environment to ensure children are safe and secure. Children learn how to keep themselves safe, for example walking carefully indoors and not stacking the tyres too high in case they fall.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: strengthen the organisation of large-group activities for all children, to help them to sustain high levels of concentration and interest in their learning help children understand what is expected of them during changes of routines.