Little Poppets Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are central to the ethos of this nursery, and staff have high expectations for each child who attends.

They are quick to settle into the routine of the day. Children play well with each other as they explore the age-appropriate resources. The outdoor environment provides an exciting space for children of all ages to investigate.

They show independence and confidence as they access the variety of resources available. When the children start to lose focus, staff invite them to go on a 'bear hunt'. They follow staff around the play area, squealing with excitement.

They tell their friends they have 'found... a crocodile' and 'a big, bad bear'. This expands children's recall of stories and develops their social skills. Activities such as this also enables the children to use their physical skills and enjoy fresh air.

Children's behaviour is good as they play together, and they are kind to their friends. For example, when children are feeling sad, other children spontaneously go to them and invite them into their play. On the rare occasion children are not kind to each other, staff are consistent in their approach.

They remind children of the rules and how to be caring to each other. Staff praise and encourage children throughout the day. Children learn to manage their own behaviour and understand how it affects others.

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

Managers have a clear vision for the setting. They support staff, families and children to ensure their well-being. The manager and staff reflect on activities and events, to improve and enhance teaching skills.

Staff undertake regular professional development opportunities. They ensure that information from courses integrates into the curriculum. This improves teaching and outcomes for children.

Parent partnership is a key strength of the nursery. Parents are extremely complimentary about the setting. They say that it is 'magical' and feel their children are in 'safe and caring hands'.

They receive daily information about their child's day through an online system. Staff take the time to talk to parents during drop-off and collection times. This ensures smooth transitions for the children.

Children have opportunities and experiences outside the setting. They go to the library and choose books and visit the local park to feed the ducks and play on the large apparatus. They take money to the shops and buy resources for activities.

Staff take children on the bus to the local theatre and museum. This broadens children's learning in different environments. Children gain knowledge of the world around them through meaningful experiences.

Staff support younger children's and babies' emotional and care needs well. Staff collect information from parents to ensure they know children's routines. This familiarity enables children to feel safe and secure.

They quickly form attachments to their key person, who provides extra comfort and reassurance, if necessary.Children have a good attitude to learning. Overall, they make good progress, and teaching is good.

Staff know the children well and provide activities that reflect children's interests. For example, some children demonstrate an interest in how ice forms. Staff engage the children into further learning by freezing water, showing children the ice and watching it melt.

However, occasionally, staff know what children need to do next but they do not build upon existing learning well enough to support their individual progress.Overall, staff help children to develop good communication and language skills. Older children are confident speakers.

They use language to work together, to problem solve and to socialise. Babies join circle time, and staff encourage anticipation and intrigue as they introduce animals and their sounds. However, although staff provide children with a narrative as they play, they do not focus on key words during interactions.

As a result, children do not get opportunities to hear words clearly and repeat them. This impacts on the children's language development.Children with special educational needs and/or disabilities (SEND) are well supported.

Staff have undertaken additional training to support children with SEND. They have successfully implemented this into the provision to support children's outcomes. Staff liaise with outside agencies to fully support children and ensure they reach their full potential.

Safeguarding

The arrangements for safeguarding are effective.Managers and staff have a good understanding of safeguarding. They understand the signs and symptoms of abuse and who to refer this to if they feel a child might be at risk of harm.

They understand the procedures to take if there was an allegation made about a member of staff. The strong recruitment procedures ensure that staff are vetted. Ratios are well maintained, and staff deployment is appropriate.

The setting and resources are clean and well maintained. Staff carry out daily risk assessments to ensure the premises are safe and secure.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop staff's understanding of how to support communication and language development, to enable them to broaden the range of words used and introduce new words to children support staff to plan more precisely and build on children's existing learning and next steps, to help them make even better progress.