Little Owls Nursery Seacroft

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children form very positive relationships with the caring staff. Due to the COVID-19 pandemic, most parents leave children at the nursery door. However, children are very happy to come into the nursery and smile and greet their friends and staff warmly on arrival.

Babies play and explore a range of different experiences, including sensory balls, sand and water. They thoroughly enjoy watching as they pour sand through metal sieves. Children benefit from a vast range of learning opportunities outdoors.

They master their physical skills as they listen to 'We're Going on a Bear Hunt' and act out some of the parts. Children... squeal with delight as they run away from the bear. Older children extend their understanding of the world as they dig and look for creatures in the garden.

They find worms and excitedly bring them to show staff. Toddlers spend time in the movement area, using balance boards and stepping stones to move from one area to another. This helps to develop their large-muscle control and their coordination.

Children of all ages learn about emotions. Staff encourage children to express how they feel. For example, toddlers are able to say they feel 'sad' when another child knocks over their tower.

Children behave well and are learning how to manage their feelings and behaviour.

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

Children's literacy skills are well supported. Babies and toddlers sit with staff and listen intently as staff make animal noises.

They turn the page and identify their favourite animals. Older children sit and listen with fascination as staff read their favourite stories. They predict what will happen next in 'Handa's Surprise'.

Toddlers manipulate dough and build with small wooden blocks. Pre-school children use pens, pencils and stampers to create their own passports. They excitedly tell staff that they are going on holiday and flying to 'Scarborough'.

This helps to develop children's pre-writing skills.The manager and deputy are an excellent support for their staff team. Staff well-being is paramount.

The manager works closely with staff. They have regular supervision meetings to allow the manager to check in to ensure they feel happy and supported within their roles. Furthermore, they discuss their role, agree targets and plan future training.

Staff comment that they feel well supported in their role.Staff have meaningful conversations with children about healthy choices. They use opportunities such as mealtimes to talk to children about the importance of a healthy diet, exercise and oral health.

There is very good support for children with special educational needs and/or disabilities. The qualified and experienced special educational needs coordinator quickly identifies and supports children. All staff work closely with a wide range of other professionals to develop individual learning plans.

Funding provided to these children is carefully used to provide individual support or specialised resources. This helps to support children to reach their full potential.Staff have very good partnerships with parents.

Parents comment positively about the nursery and how their children are progressing. For example, they describe the nursery as 'amazing' and 'fantastic'. Staff communicate with parents through a variety of ways.

They provide daily discussions and use an online system to share information, including how parents can further support children's learning at home.Staff have high expectations for children's behaviour and conduct. When children struggle with regulating their behaviour, staff take appropriate action to support them.

For example, they provide gentle reminders such as 'kind hands' and 'walking feet'.Generally, staff support children's communication skills very effectively. For example, staff provide an environment where children hear spoken language clearly and fluently.

Staff ask children questions and listen to them as they answer. Most children use their language confidently and successfully to share their thoughts and ideas. However, staff do not do always support the quieter or less confident children to speak or join in.

This means that they miss opportunities to extend some children's speaking skills.Overall, the quality of teaching is very good. Staff have a good knowledge of children's interests and individual needs.

Most staff have a good understanding of the curriculum and provide a range of exciting activities, which supports children to make good progress. However, some staff do not consistently link what they want children to learn to the activities they provide.

Safeguarding

The arrangements for safeguarding are effective.

All staff, including the designated safeguarding lead, demonstrate a strong understanding of their roles and responsibilities to keep children safe. They are aware of the signs and symptoms which may indicate that a child is at risk of harm or abuse. Staff are confident with aspects of safeguarding, such as the 'Prevent' duty and female genital mutilation.

They know where to find contact details for the local safeguarding board and who to contact in the event of an allegation against a colleague or the manager. Robust recruitment and vetting procedures are in place to ensure that all staff are suitable to work with children.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: help staff to build on their understanding of the curriculum, so that they are aware of the skills and knowledge they want children to learn from all experiences support staff to identify the quieter children to make sure that they have the same learning experiences as the more confident children.