Pitter Patter Ltd

Highlights from Latest Inspection

Summary of key findings for parents

This provision is good • The manager monitors all children's learning and development well. She identifies areas where children are at risk of falling behind their peers.

She works closely with key persons to quickly put measures in place to help children catch up. As a result, all children make good progress. • Staff value parents as partners from the outset.

They meet with parents to discuss what children can already do. Staff continue this information exchange through an ongoing two-way flow of communication about children's development. Parents comment positively about staff.

They appreciate the ideas for supporting children's learning at home. For example, ...they describe enjoying helping children match shapes to make a picture. • Staff give high priority to children's emotional and physical well-being.

They implement a wide range of strategies to help children explore their feelings and develop a positive self-image. They offer frequent praise to children, which helps them to respond positively to new challenges. For example, younger children show extreme delight when they successfully build a tower for themselves.

• Children arrive happily and quickly settle in their activities. Older children comment that they enjoy attending nursery and particularly look forward to playing outside. Staff know children well and this supports children to develop exceptionally close bonds with them.

Children confidently approach staff for a cuddle. • Staff provide an exceptional range of experiences for children to gain an understanding of the world beyond their own. For example, they visit places of interest, such as local libraries and supermarkets, and learn about festivals and events within their own and other cultures.

Children enjoy joining in with additional activities provided by external professionals, such as French lessons. • Systems for sharing information with other early years settings children attend do not always fully support a shared approach to children's learning. • On occasions, staff do not maximise opportunities to further extend younger children's already good understanding of early mathematical concepts.