Little Plums Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Leaders know what they want children to learn and how they want their curriculum to be implemented and are working with staff to achieve their aims. Children arrive happy to see staff and their friends and eager to play.

They demonstrate what they have learned previously. For example, by using a picture and recognising their name, children know where to hang up their belongings. Children demonstrate their growing imaginations as they help staff to hunt for 'dragons' in the garden.

Staff teach them how to use a magnifying glass and support them to use their physical skills to run, jump and balance. Children confidently ...share ideas with their friends, including needing a flashlight to look in dark places. Staff extend children's learning, suggesting that they could find petrol and explaining what it is and what it is used for.

Children listen carefully to staff instructions and guidance to complete puzzles. They persevere and develop their problem-solving skills when comparing shapes, sizes and patterns to find pieces that fit.Babies eagerly join in with singing during group sessions.

Toddlers explore model dinosaurs, matching them to images on a nearby card that gives the details of many different species. Children show great physical skills as they create birthday cakes and Christmas trees using play dough and a range of resources such as tinsel, baubles and twigs. Children generally behave well, and staff provide good direction to help them learn to share and take turns.

There are occasions, however, when staff do not give children an explanation about why their behaviour is not appropriate, to help children better understand what is expected of them. Children receive cuddles and enjoy cosy moments with staff. Most staff talk to children throughout the day, ensuring that they understand what is happening next when routines change.

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

Leaders and managers have a clear vision for the nursery and how they want children to learn. The majority of the learning and play experiences provided for children meet their expectations. However, there are times when the curriculum is not delivered in line with the vision of leaders and managers.

For example, staff do not always give children the time they need to answer questions or come up with their own ideas. Leaders know that better oversight of the curriculum implementation is required and are developing processes to monitor this. Additionally, they are strengthening the skills of the management team in the nursery.

Staff know their key children well and are able to explain their individual care needs and personalities. They play alongside children and identify what they already know and can do. Staff are clear about what is most important for children to learn next, including children who may need additional support, and share this information with other staff.

Staff plan the environment and activities based on children's interests and what they want them to learn. Staff read familiar stories in an engaging way and help children to share what they can recall. Children join in with lines they remember and develop their listening and attention skills.

Staff support children to identify what happens next and consider how the characters might be feeling. Children show a love of books and stories.Staff support children to develop their speaking and communication skills.

They explain new vocabulary to children, such as the difference between 'herbivore' and 'carnivore' dinosaurs. Staff help children to practise different movements with their mouths to improve their ability to pronounce some words. Children are well supported in their play, as staff join them at chosen activities to extend their engagement.

Staff teach children to serve their lunch and use cutlery independently. They encourage them to use good manners when responding and to remain seated while eating. Staff comfort children when they are going to sleep.

While children's behaviour is generally good, staff sometimes do not explain why climbing on resources and running indoors are not acceptable. This means that children do not always understand the consequences of their actions.Parents and carers are happy with the support staff provide for children.

They feel that children make rapid progress in their care and comment that staff really care about the children.Children enjoy the routines of the day, and older children take great pride in being a staff helper at lunchtime. Children take turns to serve their own food after being given their plates and cutlery by their friends.

Babies know when it is time to play outdoors and are eager to put on their coats and shoes. However, staff occasionally do not allow children to try things for themselves, such as attempting to put on their own shoes. Furthermore, there are times when children are surprised to be having their noses wiped because, for example, staff have not explained to them what they are going to do.

Safeguarding

The arrangements for safeguarding are effective.Leaders have procedures in place to ensure that the environment is safe for children's play. Thorough arrival procedures are in place, including supervising all doors and checking the identification of visitors.

Leaders and staff demonstrate a good understanding of their responsibility to safeguard children. They can identify the signs and symptoms that children may be at risk of harm. Staff know how and when to record, monitor and report their concerns to child protection professionals.

They work alongside other professionals to support families when needed. Leaders ensure that their recruitment processes are robust.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove management oversight of the care and education provided to children help staff to support all children's care and developmental needs during daily routines and transitions help children to understand the consequences of their actions.