Pearls Poppets

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Children enjoy warm relationships with staff. Babies sit with a member of staff to listen to a story as they settle into the day. Staff are calm and caring towards children.

They notice when children need extra comfort and provide reassurance. This supports children to feel safe and settled. Children generally behave well.

When a conflict arises, staff ensure children are safe. However, staff do not always help children to identify their emotions. As a result, children do not learn the skills to manage their own feelings and behaviours effectively.

Leaders have designed a curriculum that helps them to think about... what they want children to learn throughout the setting. However, this is not yet followed consistently. Not all staff are confident about what children know and can do.

Staff are not always working with their key children. Therefore, they often find it difficult to build on children's individual learning. When staff know children well, they plan experiences based on their interests.

For example, older children engage in freeing the dinosaurs from their trap. They develop their physical skills as they use the scissors to cut the dinosaurs free.

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

Leaders have high expectations of what they want children to achieve in the setting.

However, this is not yet embedded in practice. Staff are not always aware of children's development across the seven areas of learning. Therefore, not all children benefit from meaningful learning experiences to help them to develop to the next stage.

As a result, not all children make the best possible progress in their learning.The key-person system in the setting is not fully effective. Staffing arrangements mean children do not always get to spend time with their key person.

Therefore, staff do not consistently plan for children's individual learning needs. Parents comment that they are not sure who their child's key person is. They are not always informed about their child's learning at nursery to help them develop this further at home.

Children learn about the natural world as they explore the outdoor area. They find acorns excitedly. Staff develop children's early mathematical skills as they ask them to find one more.

Children excitedly exclaim, 'One more', as they hurry to find another acorn. Children show a sense of achievement when they gather the final acorn.Children know and understand the routines at the setting.

They develop their independence at mealtimes. For example, older children help each other to pour the water. Staff encourage them to self-serve their meal as they use the serving spoons to get the spaghetti.

This helps children to prepare for the transition to school.Children develop a love of stories and songs. They choose to look at books as they play.

Older children remember 'The Very Hungry Caterpillar' story. They develop their language skills as they talk about the different foods the hungry caterpillar eats in the story.Staff provide sensitive support for children as they play.

If children display challenging behaviours, staff make sure they are safe. However, they do not always take the time to explain to children how the behaviour might make themselves or others feel. This does not consistently support children's developing personal, social and emotional skills.

Staff encourage children to develop their self-care skills. For example, children wash their hands before mealtimes. However, hygiene practices are not consistently followed throughout the setting.

For example, when younger children engage in sensory play, they share spoons and put them in their mouth. Staff do not quickly recognise or respond to this. This does not consistently promote children's good health.

The setting has been through a period of change. Leaders are working closely with the team to identify areas of improvement in the setting and putting targeted plans in place. Staff are aware of their individual training needs.

They comment that they feel well supported in the setting. As a result, the staff team works well together.

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 meet the requirements of the early years foundation stage, the provider must: Due date ensure the staff team understands children's individual needs, interests and stage of development to plan challenging experiences that build on what they already know and can do 16/12/2024 ensure a child's identified key person works more closely with them and their family to ensure a child's care and learning are tailored to their individual needs 25/10/2024 implement effective hygiene practices throughout the setting that promote the good health of children.02/09/2024 To further improve the quality of the early years provision, the provider should: build on opportunities for all children to identify and talk about their feelings to help them in managing and understanding their emotions.