Little Learners Nursery

Little Learners Students Union, PO Box 230, Whiteknights, READING, RG6 6AZ

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Inspection date

Previous inspection date 13/03/2014 15/01/2014

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early years provision

This inspection: 2 Previous inspection: Requires Improvement How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Staff at the nursery are warm and caring and are good role models. Children demonstrate they feel safe, happy and content in their care. Staff promote children's health and well-being and encourage children to be independent. Children have good relationships with one another and behave very well.  Children have fun. They enjoy a broad range of toys, resources and activities both indoors and outside.  Staff understand children's starting points and interests. They plan well for children's learning. Staff make accurate assessments of children's progress, which is shared regularly with parents. Staff and parents understand children's next steps and consequently, overall, all children are making good progress in relation to their starting points.  The leadership and management of the nursery are strong.

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It is not yet outstanding because

 Staff miss opportunities to interact with children in order to further promote children's mathematical development in their everyday freely chosen play.  There are fewer opportunities for younger children to explore independently, for example with natural resources.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector observed children in their play both indoors and outside.

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Inspection activities

 The inspector sampled the nursery's documentation and children's development records.

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Inspection activities

 The inspector took part in a joint observation with the manager and discussed how staff make observations and assessments on children and how this is monitored.  The inspector spoke to children, staff and parents.  The inspector read and took into account the nursery's self-evaluation document.

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Information about the setting

Little Learners Nursery registered in 2013. The nursery was previously registered in 1997 and re-registered, changing their name to Little Learners. The nursery is operated by the University of Reading Student's Union Committee. It is located in the grounds of the University of Reading and operates from their own self-contained premises. The nursery has five playrooms and a secure garden. It is open five days a week from 8am to 6pm all year round. The nursery is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently 114 children on roll in the early years age group. The nursery receives funding to provide free early years education for children aged two, three and four years old. It supports children with special educational needs and/or disabilities, and those who learn English as an additional language. The nursery employs 35 staff to work with the children. Of these, 32 hold

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Information about the setting

recognised early years qualifications, the majority holding a qualification at level 3, with three staff including the manager holding higher qualifications. There are three staff on maternity leave and one of these holds early years professional status. There are four staff working towards gaining or furthering their qualifications. A cook, domestic assistant and an administrator are also employed at the nursery. The nursery receives support from the local authority.

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To further improve the quality of the early years provision the provider should:

 promote children's mathematical development further, for example by extending the use of mathematical language in relation to shape, size, quantity and measure

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To further improve the quality of the early years provision the provider should:

 improve the ways that staff help babies to explore freely.

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who attend

The key person system is effective and promotes children's development well. Staff work in partnership with one another to promote children's individual needs and this in turn develops their own practice. Staff demonstrate a good understanding of the learning and development requirements for the Early Years Foundation Stage. Overall, they are confident in their teaching and interaction skills. They engage well in what children do independently. For example, children work together in cooperation with one another as they build and construct with large blocks outdoors. They help the staff to unload these off the trolley and plan to construct a plane, with wings, deciding who will be the pilot. The freely chosen play encourages children's physical development, speech and language and social relationships very well and staff engage proactively so that children lead the play. However, they do miss opportunities to interact, for example in expanding the

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who attend

language children use in their mathematical development for instance in relation to shape, size and measurement.

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who attend

Staff know the children, their backgrounds and interests, through their discussions with parents when children start at nursery. They have a secure understanding of children's progress because they use accurate assessments of children's achievements to plan for their next steps. Overall, therefore children are making good progress in their learning in relation to their starting points. Staff share this progress regularly with parents through regular discussions and children's development records. The six-weekly reviews ask parents what they have identified as well as what the key person in children's welfare knows about the child. The nursery assesses children's acquisition of language, especially important due to the high numbers of children attending who speak English as an additional language.

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who attend

Staff at the nursery offer children a wide variety of toys and activities that span all seven areas of learning. Children have fun and are eager to join in. They enjoy registration and group games outdoors. Staff are proactive at taking their teaching and children's learning to the outdoors whenever possible. Children enjoy the sunshine and play in the large sand pit outdoors, while others paint or draw, climb and balance on physical play equipment or ride about on tricycles and bicycles. Children learn about their own safety, for example in accessing the small steps on the climbing frame under close supervision or by understanding the need to wear their cycle helmets. Overall, children are making good progress in relation to their starting points in relation to their personal social and emotional development, their understanding of language and developing speech and in their physical development.

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The contribution of the early years provision to the well-being of children

Children show that they are very happy at nursery. They enjoy a broad range of activities and play resources that promote their learning in all seven areas. Children have easy access to their toys and activities and extend their play both indoors and outside throughout the day. This good practice therefore supports the different ways in which children learn.

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The contribution of the early years provision to the well-being of children

Children have warm relationships with the staff and with one another. They are engaged in their play and demonstrate that they understand the routines of the day and staff expectations. Children behave very well and therefore demonstrate that they feel safe, content and emotionally secure. Children are encouraged to be independent according to their age and ability. For example, older children use the toilet under limited supervision and understand the importance of washing their hands. Older children are confident to put on their outdoor shoes when going outside. They talk about the weather, recognising that today it is sunny and hot. They show that they understand about the need to drink water so they do not feel thirsty and to wear sun hats when playing in the sun. Younger children too, understand the importance of self-care. For example, they wash their hands in low- level sinks or using the portable reservoir.

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The contribution of the early years provision to the well-being of children

Babies and toddlers have plentiful space to move, crawl and learn to walk. However, there are fewer opportunities for children to explore with natural resources as they play during the day. Babies and toddlers are able to take their naps according to their needs. They therefore wake content and ready to resume their play. Appropriate practice for nappy changing routines means that younger children are offered privacy but that they are safeguarded well. Babies and toddlers have warm relationships with staff, who are always willing and available for a cuddle. They offer affectionate time and both verbal and non- verbal communication to meet young children's needs.

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The contribution of the early years provision to the well-being of children

The nursery provides nutritious snacks and meals. Lunchtimes are sociable and offer further learning opportunities to support children's independence extremely well. For example, younger children are confident to feed themselves from an early age and drink from a cup. Older children make their own choices about the meals for the day. They serve themselves, and talk about their choices of vegetables, with one child stating that 'carrots help me to see'. Staff understand and adhere to children's dietary needs and allergies.

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The contribution of the early years provision to the well-being of children

Children have regular access to the outdoors. They enjoy free flow opportunities that further support their play and exploration. Children benefit from physical play outdoors and fresh air. Activities and resources outdoors span all seven areas of learning. Overall children are very confident and are developing social relationships with one another. They benefit from an inclusive and welcoming provision of care that thoroughly supports children's skills for the future and their readiness for the next stage in their learning.

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provision

Staff demonstrate a strong understanding of the safeguarding and welfare requirements for the Statutory Framework of the Early Years Foundation Stage. All staff complete child protection children training as part of their robust induction. They are therefore able to demonstrate a secure understanding of the procedures to take should they have a concern about a child in their care. Likewise, staff are able to explain what they would do if they had a concern about another staff member for example. This understanding promotes how staff safeguard children at the nursery. The leadership and management of the nursery are highly effective. Recruitment and induction procedures for new staff and systems for the supervision and training of all staff are robust. Staff morale is high.

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provision

The manager is fully aware of her role and responsibility. For example, she demonstrates her awareness of how to notify Ofsted in relation to any significant event. She monitors the educational programmes in order to ensure that all children receive a high standard of learning brought about by effective teaching methods. The manager has a good understanding of her staff, how to manage performance and deal with matters as they arise. All appropriate and required checks are completed, both when staff are newly appointed and during supervision and appraisal systems. This good practice ensures the ongoing suitability of the adults who work with children. Staff are deployed well throughout the day. They state that the management team provides them with the training and support to enable them to carry out their day-to-day practice and to support their personal development.

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provision

The nursery implements robust policies and procedures, which staff adhere to appropriately. These policies are shared with parents so that they understand the procedures that support children's health and well-being. Risk assessments of the environment, and ongoing daily checks both indoors and outside promote children's safety and well-being. The nursery has been proactive in evaluating their priorities. The views of parents, children and staff support how the management team are aware of the strengths and plans for future improvement. This has included staff training and new carpets throughout the nursery to lessen the impact of the noise that sometimes occurred when children played on hard surfaces.

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provision

Staff have a thorough understanding of the learning and development requirements for the Early Years Foundation Stage. They demonstrate a good understanding of children's backgrounds and interests. Staff make regular observations and are able to compile accurate assessments of children's play and achievements because they know the children well. Therefore, they are able to plan effectively for children's next steps and support them in the next stages of their learning. Staff are confident to make timely interventions when needed. There are extremely well established partnerships with other professionals working with children needing additional support. Consequently, overall, all children are making good progress in relation to their starting points. Partnerships with a broad selection of feeder schools are also well established. Partnerships with parents are positive. Parents explain that staff are supportive and that their children are happy to

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provision

attend. Parents explain that they feel part of their children's learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY461079 Local authority Wokingham Inspection number 960562 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 106 Number of children on roll 114 Name of provider Little Learners @ RUSU LTD Date of previous inspection 15/01/2014 Telephone number 01183 784128

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Setting details

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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