Little Treasures Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy and feel safe at this friendly, welcoming nursery. This is evident when older children join in with enjoyable, stimulating activities, such as mixing colours in the water tray. The well-established staff team places children's welfare at the heart of all activities.

Highly effective transition arrangements ensure children settle with ease when they move from the baby room into the pre-school room. Two-year-old children quickly become used to their new learning environment and play happily alongside their pre-school peers. Children behave very well.

They are fully aware of routines, such as sitting at... the table while they wait for their lunch to arrive. Children sit alongside each other, cooperating and interacting with their friends. They are happy to talk to visitors who come and interact with them.

Staff implement a well-thought-out curriculum that generally meets all children's needs well. Activities which are planned for children are based on high-quality assessments that are made of children's learning. Pre-school staff work well together.

They share their observations with each other and have high expectations of children's learning. The management team recognises where further improvements to the baby room are required. This includes supporting children who are learning to speak English as an additional language to an even higher level.

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

Staff make good use of space, such as the family room, to support children's learning. Activities that are focused on early reading skills are implemented with pre-school children. This helps them to concentrate and develop a strong set of skills, in readiness for school.

The members of the management team continually review the nursery and identify ways they can improve further. They recently implemented an initiative to extend children's natural curiosity. This is evident in the baby room, where staff provide highly stimulating resources, including shiny paper and cardboard boxes for children to explore and investigate.

Children's learning is reviewed by the management team, which helps to identify where further support is required. Good partnerships with external professionals, such as speech and language therapists, ensure children receive the support they need. This helps to reduce any possible gaps in their learning.

Pre-school children show high levels of engagement and concentrate well as they play. This is evident when they use adhesive tape and wind this around a cardboard box. They cooperate very well with each other as they share resources and talk about what they are doing.

Partnerships with parents are good. The management team constantly reflects on practice and introduces ways to help parents to be involved in their children's learning. For instance, parents are encouraged to help their children to self-register by placing their name into a box when they arrive each day.

Parents make highly positive comments about the nursery. For example, they say, 'My child loves coming and adores the staff' and 'My child has had a fabulous time at Little Treasures.' Overall, children in the baby room are supported well.

Staff engage well with them by singing rhymes and songs, and talking to them about the routines of the day. However, children who are learning English as an additional language are not always supported effectively to use their home language throughout the day.Children's health is managed extremely well, especially for babies and very young children.

For instance, staff help children to wash their hands at the table, using a small portable bowl. Staff are vigilant and wipe children's noses, when required, and explain to them the importance of handwashing after this.Children's independence is fostered well.

For example, staff encourage older children to serve their own food at mealtimes.Overall, the management team supports staff well. Arrangements for observing teaching are in place, which helps most staff to improve the effectiveness of their practice.

However, further support is required to ensure all staff are consistently observed with the age group of children they support, to increase their confidence and quality of their teaching.

Safeguarding

The arrangements for safeguarding are effective.Staff, including students, have good knowledge of safeguarding.

They recognise the signs and symptoms of possible child abuse, including wider concerns, such as exposure to extreme views or behaviours. Designated safeguarding leaders in the nursery have a good understanding of their role and support staff very well. Staff know where to report any concerns they may have about a child.

They describe the action they will take if an allegation is made against them or if they are concerned about any inappropriate actions of their colleagues. Effective risk assessments ensure all areas of the nursery are safe for children to access.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: provide further opportunities for children who are learning English as an additional language to use their home language as they play strengthen supervision arrangements for staff to help them develop confidence and raise the quality of their teaching to an even higher level.