Little Monkeys Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children receive a warm and enthusiastic welcome upon arrival.

They separate from their parents with ease and staff are supportive of those who need more encouragement. Babies understand that staff are always on hand to offer warm cuddles and reassurance. This helps them to feel secure and to play, explore and learn.

Young children receive good levels of praise and support from staff. This is not only verbally but also through doing a 'high five'. Children beam with a great smile showing they relish the praise for their achievements.

This boosts children's self-esteem. Children learn to be resilient. When they... accidentally take a tumble, they immediately get up, brush themselves off and return to their play.

Children understand appropriate boundaries and they listen to staff and follow instructions. For instance, older children set the tables at mealtimes and set out the cutlery and cups. Children enjoy the responsibility and staff praise them for their involvement.

This promotes their independence and well-being. Children enjoy being outside playing with their friends. They have fun playing 'What's the time Mr Wolf'.

They express their delight, laughing and running away when the wolf tries to catch them. Children understand the rules and join in with enthusiasm along with staff. Children show curiosity to find out more and they are active in their learning.

They show confidence and demonstrate positive behaviour.

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

The manager has clear intentions for the curriculum and what she knows children need to learn next. There are clear processes in place to gain and share in-depth information about children's development.

This includes sharing with parents and other professionals to encourage consistency in learning.Staff work well with parents and other professionals to give the children the best outcomes. They know children well and understand how best to support them.

Therefore children, including those with special educational needs and/or disabilities, progress well in their development. Staff use additional funding effectively to meet the learning needs of children.Staff skilfully plan activities from children's interests, and they extend learning successfully.

For instance, when children showed an interest in habitats, staff created a snow scene to learn about arctic animals. They made snow using icing sugar and baking powder, adding salt to create a crunching sound. Children become engrossed in their investigations and staff support learning successfully.

Babies thoroughly enjoy the activities that staff plan according to their needs and interests. For example, they explore the differing textures of the flour, pasta and pulses. Staff use single words to describe how the mixture feels to touch enabling them to hear new words.

However, staff occasionally use the incorrect pronunciation for items and objects. This does not further encourage children's speaking skills and understanding of the correct pronunciation.Toddlers like being physically active and join in with dancing and singing sessions.

They take part in actions songs, which are clearly familiar to them, and they join in the actions with ease. For example, they lie down like a sleeping rabbit and then jump up and down when it is time to wake up.Staff readily use words in children's home languages to further support their development.

For example, they talk about the food on their plates and use wording such as 'Trés bien' to praise the child for a job well done. This effectively supports those learning more than one language.Partnerships with parents are strong.

Parent express that they feel involved in their children's learning. Staff value parent's opinions and listen to them to ensure the best outcomes for children. Parents comment about their children's complete readiness for school.

Staff do not always make sure that they limit interruptions to children's play. They often take babies and toddlers, who are engrossed in their play, to carry out routine tasks, such as changing their nappies. This disturbs children's engagement in their learning experiences.

The management team are effective and reflective in their approach. They successfully target aspects for development. Managers effectively share their roles and responsibilities to ensure that no one is overburdened.

This has a positive impact on the whole staff team.Staff well-being is of great focus and importance to the management team. There is an ethos of supportive supervision for staff.

This helps them to continually share information and to offer a good-quality service.

Safeguarding

The arrangements for safeguarding are effective.Managers create a robust safeguarding culture to keep children safe and protect their welfare.

Staff demonstrate that they would act swiftly and without hesitation to keep children in their care safe. They confidently explain the correct processes to follow if they should have any concerns that a child is suffering from harm. Staff are watchful and understand the importance of acting on concerns without delay.

There are effective procedures that management follows to help ensure that staff are suitable to care for children. There is a thorough checking system in place that begins at the application stage and continues throughout staff's employment.

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 use the correct pronunciation of words to further strengthen children's speaking skills nenhance staff's awareness of gaining a good balance between carrying out routine tasks, without interrupting children's engagement in their learning.

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