Little Years Nursery LTD

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children have lots of fun in the nursery.

They are safe and secure in the care of staff, who are nurturing and attentive to their individual needs. Staff offer plenty of cuddles and warm interactions. This helps children to form secure emotional attachments.

Children of all ages are eager to play and explore. Whether that be pre-school children using their creativity to explore the sound that a guitar makes, or babies enjoying what it feels like to sit in the water. Children show an avid interest in books and enjoy turning the pages and looking at the pictures.

They have time to practise and learn new skills. ...For example, older children show great determination and perseverance working out how to make a bridge using the bricks. Staff demonstrate patience and offer children guidance and support to be independent.

For example, children are given space and reassurance as they try hard to walk across the rope bridge. This means children develop confidence in what they can achieve.Children learn to share and take turns.

Toddlers hand over toys to their friends. Staff offer lots of praise, which helps to build toddlers self-esteem. Staff gently remind pre-school children that it is good to share.

This helps to promote children's overall understanding of the nursery rules.

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

The provider and staff know the children they look after well. They assess their development and know what they want the children to learn next.

The curriculum reflects this and takes account of children's current interests.The provider has a clear vision for future developments at the nursery. She support staff's well-being successfully and provides them with useful professional development to help enhance their knowledge and skills.

Overall, the provider is aware of staff's strengths and aspects of their practice that can be developed further. However, reviewing the impact of training has not been precise enough to identify where some staff need further support and guidance.Children, including those with special educational needs and/or disabilities, make good progress given their starting points.

Staff monitor children's progress and quickly identify areas where additional support or challenge is needed. Staff take prompt and effective action to ensure that every child is well prepared for school or their future learning.Staff take full advantage of everyday routines and spontaneous events to enhance children's learning.

Walks to the local park are cleverly used to teach children about nature and safety and help to develop their physical skills. As children walk to the park, staff give them time to look at the produce sold on the local market stalls and to observe the flowers and the changing colours of the leaves. This helps children to learn about their own community and the wider world.

Children develop good communication and language skills. Staff support children's early language development through fostering a love of books, songs and rhymes. They take every opportunity to extend language, introducing new words and engaging children in meaningful conversations.

For example, as children explore a mixture of cornflour and water, staff introduce new words, such as 'liquid, solid' and 'avalanche'. Staff show children that their comments are valued by actively listening and asking questions.Mathematical skills are supported well.

For example, pre-school children work together to complete a floor jigsaw. Songs and rhymes introduce numbers and counting. Staff introduce the concept of heavy and light as the babies and toddlers fill their buckets with sand and pebbles.

However, children have fewer opportunities to spontaneously practise making marks and writing for a variety of purposes.The provider ensures that children enjoy healthy snacks and meals, catering for those who have allergies and dietary preferences. Mealtimes are routinely used to teach children about healthy eating and to encourage their independence and good manners.

Staff are aware of the value of working alongside parents and other professionals and have forged effective partnerships. Parents speak highly about their own and their children's experiences at the nursery. They say that they receive good quality verbal and electronic feedback about their children's learning and are confident that their children are safe and are well cared for.

Safeguarding

The arrangements for safeguarding are effective.The provider and staff understand their responsibilities to ensure they protect children from harm. They can identify signs and symptoms that indicate a child may be at risk of abuse.

This includes where an allegation is made against a colleague. Staff know the local procedures to follow to report their concerns. The provider follows safer recruitment procedures when employing new members of staff to ensure they are suitable to work with children.

Staff carry out daily risk assessments of the nursery environment to reduce and minimise any potential hazards. They deploy themselves effectively to ensure they supervise children well.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nevaluate even further the effectiveness of training to assess the impact of improvements made, to build upon and sustain the quality of staff's knowledge and practice nenhance further the opportunities for children to independently practise their early writing skills.