Little Rascals (Ilford) Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Practitioners in this inclusive and welcoming setting ensure that all children, including those with special educational needs and/or disabilities (SEND), are supported well with an ambitious curriculum based on children's individual needs and interests. Practitioners promote children's happiness, encourage them to make friendships, explore and be curious learners. Practitioners have effective partnerships with parents, and strong key-person arrangements are in place.

Children build attachments with their key persons and practitioners know the children in their care well.Children learn in lively environments, both indoors and o...utdoors, which are well planned and laid out to support children's learning age-appropriately. For example, some children create the first sounds in their names with stickers.

Other children manipulate play dough. In another area, children are crawling through tunnels and climbing the steps to a small slide. Children develop their small and large muscles in fun ways.

Practitioners help children to understand the behaviour that is expected of them. Practitioners give children clear spoken and visual cues at the start of planned activities. Children play together and share resources well.

This helps children to learn how to treat each other kindly and with respect.

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

The special educational needs coordinator (SENCo) is knowledgeable and provides children, and practitioners, with targeted support to enable all children to make good progress. In addition, some children with SEND have additional one-to-one support at different times during the sessions from designated practitioners.

The SENCo works closely with other agencies to make sure that children get the appropriate funding and support.Practitioners interact skilfully with children, who confidently and keenly share their views and ideas. Children happily invite visitors into their play and conversations, and talk proudly of their achievements.

For example, during a mathematics activity children explore and test out their ideas as they play.Overall, practitioners plan transitions in daily routines well. However, some transitions, such as before story time and lunchtime, are not as well organised as others.

On these occasions, children sit patiently and wait for staff to prepare for what is happening next, for example lunch or story. During these transition times, children are not always engaged in learning as effectively as they are at other times.Practitioners speak clearly and model good language to children.

They read stories with enthusiasm and use good questioning skills. Practitioners are fostering a love of books to benefit children's early literacy skills.Practitioners support children's good health.

They teach children good hygiene practices in an age-appropriate way. For example, staff sing songs to children as they wash their hands. Practitioners also build on children's understanding of how to maintain good oral health, through weekly sessions.

Practitioners enjoy working at the setting. They receive coaching and training to deliver meaningful teaching to children. For instance, practitioners deliver learning in small, focused groups to support children's listening, understanding and speaking skills.

These sessions hold children's interest and engagement well. This has a positive impact on how children gain and retain knowledge.Parents comment that practitioners are professional and approachable.

They appreciate it when practitioners take the time to get to know their children. Parents praise practitioners for the quality of the daily updates they provide about their children's development.Practitioners provide a welcoming reception for parents and families at the beginning of each session.

They ensure there is time to speak to parents about their children's progress. At planned times during the year, parents have an opportunity to speak in more detail about their children's learning and next steps. Parents also receive a personalised newsletter to further highlight children's achievements and information on how to support children's learning at home.

This supports children to be ready for the next step in their education.The provider has failed to notify Ofsted of the appointment of new directors. However, there is no significant impact on children as the directors do not work directly with them.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review transition points in the routine of the day to ensure they meet children's needs effectively.