Little Acorns Day Nursery

Inspection of Little Acorns Day Nursery 93 High Street, Skelton, Cleveland TS12 2DY

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Babies and young children show that they feel safe and secure in the nursery. Staff provide a nurturing, caring environment and know about children's individual routines. They focus on supporting children to develop good relationships, secure bonds and high levels of self-esteem. For example, they provide children with their comfort items and offer cuddles when they recognise the signs that they are tired. However, on occasion, comfort items, specifically dummies, are left available for other children to access. This does not promote children's good health. Babies and young children explore their environment and begin to develop confidence in their physical skills. They pull themselves up to walk and show pride when staff provide praise. Although parts of the curriculum are effective, staff's teaching is inconsistent and there are times when children are not engaged in purposeful play.

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The provision requires improvement

Leaders are keen for children and families to feel included and be part of the wider community. Children are valued in the local community and often take part in small projects to develop their area, such as planting seeds in the new orchard and public garden. Staff work hard to maintain effective communication with families. Since the COVID-19 (coronavirus) pandemic, parents are no longer invited inside the nursery. However, staff provide parents with details of their child's day. They share how children's care needs have been met and any experiences they have enjoyed. In addition, staff share information with parents online. This helps to promote continuity for children and help parents to feel included.

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need to do better?

n Staff value the importance of supporting babies and young children's personal, social and emotional development. For instance, they talk to parents about the best ways to settle children in and ensure that they meet the individual needs of all children. Babies show that they feel happy and settled. They develop secure bonds with staff and explore the environment independently. Staff respond to children's non-verbal cues and know which resources they enjoy the most. Children's behaviour is positive and the atmosphere is calm. n Young children develop good physical skills and have plenty of opportunities to run, jump and climb when they play outdoors. They show resilience and concentration as they practise walking and balancing across the stepping stones. Staff praise children regularly to boost their confidence. They provide babies with push-along toys to practise walking and are prepared to challenge them

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need to do better?

further once they are steady. Staff regularly take babies and young children on walks into the community. This helps to make sure that children have plenty of fresh air and begin to develop a sense of identity and belonging. n Although staff have identified a need to focus on developing children's communication and language skills, their teaching in this area of learning is

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need to do better?

13 September 2021 variable and interactions with children are not always high quality. For example, they do not consistently model new words to children as they play in the trough with jelly or make marks with crayons. Some staff use language and questioning which is too advanced for young children and they are not given time to think. In addition, children's television programmes are on in the background, which distract children from fully engaging or speaking. n Overall, leaders and managers encourage staff to promote children's good health and hygiene. They ensure that children take regular drinks and discuss sugar free options with their families. Babies and young children enjoy the healthy meals provided and staff thoroughly wash children's hands. However, staff leave children's unwashed dummies around the nursery and children regularly take the wrong one. This does not help to prevent the spread of germs or minimise any

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need to do better?

cross-infection. n Leaders and managers maintain a range of partnerships with other professionals in the community. For instance, they work closely alongside the early years team in the local authority and complete regular audits to help them promote inclusion. The nursery is linked to another setting next door which provides care for pre-school children. Staff provide visits for young children to help them feel ready for the next stages in their learning. n As a result of the COVID-19 pandemic, leaders have had difficulty providing staff with high-quality training and professional development opportunities to enhance their teaching skills. Despite this, the manager maintains high expectations and works hard to support the team and make improvements. For example, staff continue to develop areas of the nursery environment and have included further opportunities for babies to enjoy sensory experiences, such as

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need to do better?

messy play with jelly. A home-from-home sleeping area has been designed to help children rest comfortably. In addition, staff benefit from regular meetings where they discuss their practice and have one-to-one catch-ups to reflect on their well-being.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff are aware of their responsibilities to keep children safe and protect them from harm. They are confident to discuss signs of potential abuse, including female genital mutilation and neglect. In addition, staff understand whistle-blowing procedures and are aware of who they can contact in the local authority, if they have concerns. The manager regularly updates the policies and procedures to help provide clarity for staff if they need to use them. Staff use risk assessments effectively and ensure that areas are safe and secure for children. They supervise and teach children to take care as they play and begin to help them develop their understanding of how to stay safe, for instance when going upstairs for lunch.

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Due date

improve staff's understanding of how to help young children develop their communication and language skills and ensure that interactions are purposeful, meaningful and engaging 04/02/2022

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Due date

promote children's good health and hygiene consistently, specifically in relation to the storage and availability of dummies, to prevent the spread of illness and infection. 29/10/2021

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should:

n help staff to access high-quality professional development to support them to develop their teaching skills and reflect on the impact for children.

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Setting details

Unique reference number 2644741 Local authority Redcar and Cleveland Inspection number 10206763 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 12 Number of children on roll 14 Name of registered person Hind, Kay Anne

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reference number

Telephone number 07972784450 Date of previous inspection Not applicable

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Information about this early years setting

Little Acorns Day Nursery registered in 2021. The nursery employs 12 members of childcare staff. The majority of staff hold appropriate early years qualifications at level 3 and above. The manager holds a relevant degree in childcare. The nursery opens all year round from 7.30am until 6pm, Monday to Friday. It provides care for children aged up to two years. The nursery is linked to the provision next door which provides care for children aged from two years and upwards.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in the evaluation of the setting. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n A joint observation was completed outdoors during unplanned experiences by the manager and inspector. n The inspector held a discussion with manager and provider in relation to the leadership and management of the nursery. She looked at relevant documentation, including evidence of staff's recruitment and qualifications, and their suitability to work with children. The inspector discussed children's learning and development with the staff team and nursery manager. n The inspector spoke to parents over the telephone and in the outdoor area on

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Inspection activities

the day of the inspection, and obtained verbal feedback for the inspection.

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Inspection activities

We carried out this inspection 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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Inspection activities

13 September 2021 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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