Little Rascals

Little Rascals Little Rascals Nursery, 425 Halifax Road, SHEFFIELD, S6 1AF

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Inspection date

Previous inspection date 20/05/2014 23/01/2009

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early years provision

This inspection: 2 Previous inspection: 3 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

 The quality of teaching is strong. Staff are skilful practitioners, who have good knowledge of the educational programme and of the characteristics of effective learning, which means that children make good progress.  Management and staff successfully minimise potential risks within the nursery and outdoors. Children are continually safeguarded as staff are fully aware of their responsibility to supervise them and protect them from harm.  Partnerships with parents are superb. The very effective sharing of information and excellent involvement of parents in their child's learning and care ensures that children's individual needs are quickly identified and met.  Close relationships and attachments with staff ensure children are happy and secure and as a result, they are fully involved and confident at the nursery.

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It is not yet outstanding because

 There is scope to enhance children's already rich learning experiences as the organisation of the books in the box book holders does not always make them fully inviting and the range of recorded music is rather limited.  There is room to enrich children's personal, social and emotional development further as there is not an adult-sized comfy chair in the baby and toddler rooms, to provide even greater opportunities for close comfort interactions.

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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 compulsory part 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 staff engage in a range of indoor and outside learning activities with children.

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Inspection activities

 The inspector held discussions with the owner, the deputy manager, staff and children.

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Inspection activities

 The inspector looked at samples of children's assessment records, planning documentation, the nursery self-evaluation and a range of other documentation.  The inspector checked evidence of suitability and qualifications of staff.

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Inspection activities

 The inspector also took account of the views of parents and carers spoken to on the day.

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Information about the setting

Little Rascals nursery was registered in 2008 on the Early Years Register and the compulsory part of the Childcare Register. It is situated in a converted premises in the Grenoside and Parson Cross area in Sheffield, South Yorkshire and is a privately owned. The nursery serves the local area. It operates from six playrooms and there are enclosed areas available for outdoor play. The nursery employs 15 members of childcare staff. Of these, 10 hold appropriate early years qualifications at level 3. Two hold appropriate early years qualifications at level 2 and are currently working towards level 3. There is also an administrator and two volunteers. The nursery opens Monday to Friday, all year round, except for the Christmas and New Year bank holidays. Sessions are from 8am until 6pm. Children attend for a variety of sessions. There are currently 117 children attending, who are in the early years age group. School holiday care is also provided for children aged up

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Information about the setting

to eight years. The nursery provides funded early education for two-, three- and four- year-old children. It supports a number of children with special educational needs and/or disabilities.

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

 provide even greater opportunities for children to extend their knowledge, creativity and exploration, for example, by reviewing the organisation of the books in the box book holders, so that they are more inviting and provide a wider range of recorded music

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

 strengthen the already successful promotion of children's personal, social and emotional development, for example, by providing an adult-sized comfy chair in the baby and toddler rooms, to provide even greater opportunities for close comfort interactions.

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who attend

The quality of teaching is strong in every room and with all age groups of children. All staff are skilful practitioners, who have good knowledge of the educational programme and of the characteristics of effective learning. Children are provided with motivating and exciting experiences that help them to make good progress across the seven areas of learning. There is a strong focus on the prime areas of learning with good regard to the specific areas of learning. Children's learning and development is enriched through an effective mix of child-led and planned activities. Staff complete purposeful formative observations of children's achievements as they occur and they use this information well to write a summative assessment of their progress. Children's next steps in learning reflect their ability and are included in the planning, so that children receive challenge and consolidation to help them make continuous progress. Any gaps in a child's learning are

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who attend

quickly identified and planned for. Relevant staff also complete the progress check for children aged between two and three years and this helps to identify if there is a need for intervention at an early stage. Staff know children very well and fully understand each child's interest and preferred learning styles. Individual needs are responded to effectively, including for children with special educational needs and/or disabilities. Consequently, they provide a wide range of well-prepared activities that fully support and encourage individual children's learning. Children's learning is enhanced as staff have a high level of understanding of promoting children's interests and ideas. The environment is highly engaging and contains quality resources, which strongly promote children's learning through a wide range of learning experiences. As a result, children make good progress and are well-prepared for their future learning and entry into school.

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who attend

Staff strongly reflect in their practice the three characteristics of effective teaching and learning. All children have extensive opportunity to explore, create and think critically. Staff strongly promote active learning, for example, children learn about colour as they spontaneously enjoy a traditional flower game with staff. Their learning is extended as they collect some of the buttercups, take them inside and paint and draw them. They discuss the flowers and count the petals. During this activity, staff talk to children about not picking too many flowers and how they must care for them when they have picked them. This encourages children to respect nature and the environment. There is a positive balance of child-initiated play and adult-planned activities. During child-led learning, staff know when to engage with children and when it is more appropriate to observe what is taking place. When staff engage, they take the lead from children and extend their

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who attend

learning through play-based interactions. For example, staff assist children to fill different containers with sand. As they fill the containers they check the weight and discuss the shape they have made when they empty it. They enjoy squashing the shape and repeat the process. This is fun for children and helps them to learn about quantities and weight. In addition, children learn to cooperate with each other as they construct and reconstruct together. Babies are helped to develop as they have access to low-level mirrors, grab bars and activities. The layout of the rooms promotes children's choices. For example, interest boxes, construction and art and craft areas provide a wide variety of resources for them to experiment with and explore. Their own creativity is enriched as they express themselves freely in art and craft. Early writing is well-promoted as all children have access to different resources and activities. The nursery is rich in written word and a wealth of

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who attend

photographs and pictures. Therefore, children are able to associate words with pictures. All children have a wide opportunity to experience books and stories, both by planned and spontaneous story times. There is scope to enhance children's love of books and stories as the book boxes and not organised in a way to fully engage and encourage children to make their own choices. Singing and music is an integral part of the daily routine, including spontaneous songs and rhymes and a tidy away song. Children have experience to explore musical instruments and recordings of children's songs. However, their imagination and creativity is not supported to the highest level as there is no other genre of recorded music, for instance, classical, jazz and pop. All children have good experiences in the excellent outside environment, which provides opportunities for them to learn and develop. For example, they learn about nature as they go on 'bug hunts'. Children seek

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who attend

out worms as they dig in the digging area and collect sticks and leaves. Understanding about life cycles is also, strongly supported as they monitor the development of frogspawn and observe the bird boxes. All children develop their understanding about different animals as they complete a pet theme. They bring in photographs of their pets or favourite animal to discuss. In addition, they paint pictures of them which are all displayed. Children are involved and eager to engage. Their communication and language is effectively promoted as staff listen perceptively to, carefully observe and skilfully question children during activities.

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who attend

Children's learning, development and care benefit from the very effective partnerships with parents. Management and staff work extremely well with and fully involve parents, to enable them to play a full and active role in their child's learning. For example, each of the plans of activities is on view. Parents are able to identify what their child's next steps are by confidential coding within the planning. Detailed information is gathered from them about children's starting points when they start attending the nursery, which provide a clear baseline for their learning. Individual development plans are constructed with parents and other agencies, if appropriate, particularly for children with special educational needs and/or disabilities. Parents complete home observations, which are proactively used by staff to support and complement staff observations and used to inform planning. This means that parents are fully involved and informed. The management and

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who attend

staff are innovative in promoting and extending children's learning at home, by positively encouraging parents to be actively involved. Parent workshops, grandparent sessions and 'bring your parent to nursery' sessions, where learning through play and themed activities are used to extend learning at home. Children are supported very strongly through routines and activities to develop their independence and skills in readiness for school and the next stage of learning. This includes visits to the nursery by teachers from the schools to share learning. In addition, the nursery uses communication books to liaise with other providers children attend, to complement and enhance their learning at nursery. This means children are very well-prepared for entry into school and their future learning. The nursery is very proactive in developing partnerships with other agencies working with children, including those with special educational needs and/or disabilities, to support and

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

Close and caring relationships and strong attachments ensure children are secure, happy and confident in this friendly, welcoming setting. Staff know children well and therefore, are able to meet their care and learning needs effectively. Children thrive and enjoy the different experiences offered. Those, who are new to the setting and are a little shy, are given the confidence to begin to explore and become involved. This is because staff nurture and encourage them. Children are settled as a result of the successful key-person system and effective staff deployment. Detailed information is obtained from parents when children first start at the setting and then continually exchanged to enable staff to effectively meet each child's needs. In addition, individual care plans are devised with parents and other agencies, if appropriate, including for children with special educational needs and/or disabilities. This means, all children are fully supported with their transition

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

from home to the nursery. Consequently, all children are emotionally well-equipped for their future transitions within the nursery. Older children are prepared well emotionally for school. For instance, photograph books of the school are used to reassure them.

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

Children learn about other cultures and people through planned and spontaneous discussion and activities. They enjoy national and international festivals and celebrations. In addition, children are involved in charity events. This enables them to learn about other people and become more alert to the needs of others. Children gain a strong sense of self as they see an extremely rich range of photographs of themselves throughout the nursery. Their communication is enhanced as sign language is widely used. Children are able to express their feelings as they use emotion puppets. Children are able to sit comfortably with each other on child-sized settees and soft areas within the playrooms. There is room to enhance children's sense of well-being even further, as there is not an adult-sized comfortable chair, in the baby or toddler playrooms, for close, comfort interactions with adults or other children. Staff are good role models and use positive techniques for

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

managing children's behaviour. This impacts well on helping them to develop their social skills and builds their self-esteem, consequently, children behave well. In addition, they gain a sense of self as staff support them to consider what acceptable behaviour is. This is enhanced as their views are transferred into a display as direct quotes. Staff fully understand the challenges that can affect the behaviour of children, including those with special educational needs and/or disabilities and the frustration that can occur for them. They have effective strategies in place to help support all children. As a result, significant progress is made as children develop coping mechanisms to manage their behaviour.

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

Children have a wide range of opportunities to learn about being healthy through activities and discussions. For example, children design and paint their own healthy eating food plate and discuss the different items. They learn about herbs and vegetables as they plan, create and plant their own allotment in the outside area. Children have fun taking part in vigorous play opportunities outside each day. For example, they extend their physical skills as they climb trees, run on different levels and explore tunnels. In addition, they develop their coordination as staff demonstrate how to hoola-hoop. Children and staff energetically act out a favourite story and go on a bear hunt. Babies' physical skills are extended as they are able to crawl and explore in their own allocated outdoor area. Children increase their understanding about health and hygiene through established daily routines. Their health is protected as staff provide a clear explanation about why they must wear a hat

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

and use sun protection outside. Children are proactively learning about personal safety as they respond to clear safety procedures, for example, when they use the stairs. They are also encouraged to take risks safely, such as when they use outdoor play equipment and climb trees. In addition, parents are encouraged to contribute to activities, for instance, a police officer and fire officer with a fire engine visit the nursery to promote children's safety awareness.

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provision

The owner is passionate and has extremely high expectations of herself and her staff, to proactively protect and keep children safe. They have an effective understanding of their responsibilities for keeping children safe and a very strong knowledge of safeguarding procedures. Staff are confident with the measures to take should they have any concerns about children within their care. This is enhanced by effective safeguarding and child protection training and in-house discussions. Efficient procedures and routines support staff's strong vigilance to protect children in their care. A wide range of policies, procedures and records are maintained which underpin practice. All necessary and many additional permissions to support children's well-being are in place. Children's welfare is effectively assured, as the premises are secure and robust safety and security procedures are followed to make sure children are well-protected. The premises are secure with close

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provision

circuit television to monitor access. There are robust procedures in place to recruit staff and new nursery staff follow an effective induction system and probation period. This ensures they fully understand how to implement policies and procedures to promote children's health and safety and are suitable for their role. Children's welfare and safety are supported as effective, ongoing suitability checks are completed for all staff.

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provision

Children's well-being is promoted strongly as the owner and management team are committed to continuing professional development of staff. They respect and acknowledge the different skills and experiences of staff members. In addition, they attend relevant training courses and network with other professionals to share good practice. The owner and managers have a good understanding of the requirements of the Early Years Foundation Stage. There are robust monitoring systems in place, to ensure underperforming staff are challenged, supported and receive any extra training needed to enhance children's experiences. Regular supervision, appraisals, staff meetings and informal discussions are held to support and develop staff practices. In addition, the completion of management observations means that positive staff practices are assured and any issues are efficiently recognised and addressed. All staff clearly understand and

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provision

implement into their practice the nursery's positive behaviour management policy and adopt effective strategies to encourage children's good behaviour. A system of mentoring and support ensures staff are able to adapt and amend their practices effectively. For example, support is shared to develop staff skills to use mainly, quiet voices in addressing children and the appropriate language to use to promote good behaviour. Individual, personal training, discussions and group sessions are held to promote best practice. For instance, newly qualified staff are carefully guided and mentored, particularly with managing children's behaviour and adult/child interactions. Specific training, such as positive behaviour management, is implemented and shared with all of the staff team. In observing staff they interact very well with children and speak to them appropriately and warmly. When they divert children from unacceptable behaviour or when they become too

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provision

robust they are calm and use appropriate language with them. This means that children are treated with courtesy and respect and they are developing good social skills.

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provision

The excellent partnerships with parents contribute very significantly to meeting children's learning and development needs and promoting their well-being superbly. Therefore, this ensures they are very confident to leave their children in staff's care. Management and staff take care to build relationships with parents and carers and obtain useful information about children. There is a very high level of communication with parents, which ensures superb continuity of children's care, learning and development. The extensive two-way sharing of written and verbal information enhances parents' experience and extends children's learning. For example, parents are provided with newsletters and policies and procedures are readily available. In addition, there is an extensive range of information on display. This includes details about the Early Years Foundation Stage and different aspects of promoting children's learning and care. This, combined with parents' meetings and

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provision

regular reviews, means they are kept very well-informed about the setting and they are effectively involved in promoting their children's progress and well-being. Parents spoken to are very pleased with the quality of the nursery. There is a secure system of monitoring the educational programmes, to ensure children receive the best experience and are able to make good progress in their development. There is a strong ethos of self-evaluation and reflection on practice within the nursery. This is complemented by active development plans and review meetings. This provides a good overview of the service being provided and enables identification of clear targets for ongoing development. The recommendations from the last inspection have been positively addressed. Parents also have a real say about the provision through discussions with the management, staff and through suggestion boxes. In addition, children's views are proactively sought and responded to.

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provision

For example, children and parents are involved in designing the outdoor area. Therefore, children and parents substantially assist in the continuous improvement of the nursery. All of this means that children benefit from a continually improving service to ensure they achieve in all areas of their learning. Partnerships with others involved in the care and learning of children and liaison with other agencies are effective and well-established. This means there is a rich sharing of knowledge about and support for children's individual development and care.

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The Childcare Register

The requirements for the compulsory 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 EY374347 Local authority Sheffield Inspection number 968528

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 8 Total number of places 53 Number of children on roll 117 Name of provider Lisa-Marie Bolger Date of previous inspection 23/01/2009 Telephone number 01142 852440

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Type of provision

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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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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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