Little Acorns Day Nursery (Springfield)

Inspection of Little Acorns Day Nursery (Springfield) Throstlenest Avenue, Wigan, Lancashire WN6 7AS

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Overall effectiveness Good

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

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The provision is good

Children enjoy coming to the welcoming nursery. Parents do not currently enter the nursery due to COVID-19 restrictions. However, children enter happily and are eager to greet their friends and staff. They know the routine well and demonstrate good levels of independence. For example, older children hang up their coats and belongings all by themselves. Younger children are supported because staff are on hand to offer help to those who need it.

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The provision is good

Children receive a lot of praise and encouragement. This helps them to feel valued and they are willing to try new experiences. Those who need a little support regulating their behaviour have time with their key person. This helps them to feel calm and relaxed before they venture off to play. Children have lots of opportunities to explore their emotions. They listen intently to 'The Colour Monster', which prompts them to discuss their feelings. Children also use breathing exercises to calm them when they are feeling angry or sad. These strategies help children to manage their emotions, which gives them a positive start to their education.

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The provision is good

Children's behaviour is good. Staff consistently encourage positive behaviour and have high expectations for all children. As a result, children know the boundaries and develop a positive attitude to learning. Babies delight as they catch a glimpse of themselves in a mirror as staff play peekaboo with them. They giggle happily and point at their reflections, which helps them to establish a sense of themselves. Toddlers who enjoy building learn about taking turns in small groups. They work collaboratively as they build a tall tower. Pre-school children develop their critical thinking as they create ramps using planks and blocks. They test the ramps out as they excitedly roll balls down them. Children make good progress and acquire lots of skills needed for the next stage in their learning.

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need to do better?

n Managers have built up close links with local schools. They seek ideas on how to support children's learning in readiness for school. For example, staff help children to develop important skills, such as independence and self-care. This helps to prepare them for their next stage in education. As a result, children's transitions to school are seamless. n Children enjoy calm and cosy story sessions. They access books from an early age. Babies happily sit and enjoy looking at picture books. They are delighted when staff join them and read the story to them. Older children read favourite books outdoors, snuggled under blankets. They recite familiar stories and show great confidence as they ask visitors to read 'The Little Mermaid' to them. Children are developing a real love of reading. As a result, they develop a wide

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need to do better?

10 March 2022 vocabulary. n Staff support children's communication and language development well. For example, they talk to children as they play and ask them meaningful questions. Older children understand what happens now and next because staff use a picture timetable. However, this approach does not work as well for younger children. This means that children who are not confident in their communication skills become a little upset and frustrated when they cannot make themselves understood. n Managers provide opportunities for children to learn about those less fortunate than themselves. They organise visits to local food banks to deliver donations of food that children have collected. This means children are beginning to learn about differences and how they can help others. However, children are not consistently given the opportunities to learn about diversity and the wider world beyond their own community. This does not fully prepare children for life in

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need to do better?

modern Britain. n Partnership working is strong. Children with special educational needs and/or disabilities (SEND) are supported well. For example, staff follow guidance from speech therapists and physiotherapists, to help improve experiences for children. This helps them to make good progress. n Staff work closely with parents, which promotes children's care and learning. Parents report that their children's experiences in the nursery are positive. They say that the communication from staff is 'informative and helpful'. Parents also appreciate the advice on how to help their children learn at home. n The manager regularly seeks the views of parents, children and staff. As a team, they reflect well on the quality of the nursery and strive to make improvements. Managers place high value on staff training. They support staff to access training and gain higher qualifications. For example, the newly appointed special

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need to do better?

educational needs coordinator has completed additional training. As a result, she is well equipped to support staff in planning for children with SEND to help them make good progress.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff have a thorough understanding of their roles and responsibilities. They recognise the signs and symptoms which may indicate a child is being abused or neglected. They know the procedures to follow should they have any concerns about a child or member of staff.

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Safeguarding

The manager regularly poses questions to staff to assess their knowledge of safeguarding issues. This allows any gaps in knowledge to be addressed at staff meetings. Staff risk assess the environment by checking for potential hazards, which promotes children's safety. Managers make good use of external support, referring families to other agencies when required. The premises are secure with locks on all entrances. This means staff can stringently check visitors' identity before they come into contact with children. This culture of awareness helps to

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should:

n increase opportunities for children to learn about similarities and differences between themselves and others in their communities n embed alternative methods of communication, so every child can understand and have their voice heard.

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Setting details

Unique reference number 2519737 Local authority Wigan Inspection number 10194585 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 40 Number of children on roll 72 Name of registered person Mercer, Annette

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reference number

Telephone number 01942 565029 Date of previous inspection Not applicable

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Information about this early years setting

Little Acorns Day Nursey (Springfield) registered in 2019 and is situated in Wigan. The nursery operates from Monday to Friday, all year round, except for bank holidays and one week at Christmas. Sessions are from 7.30am until 6pm. The centre employs 10 members of childcare staff. Of these, two hold an appropriate early years qualification at level 5, eight hold qualifications at level 3 and one holds a qualification at level 2. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke with the manager and the registered individual about the leadership and management of the setting. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out joint observations of group activities with the manager. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery.

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Inspection activities

n The inspector spoke to children, to find out about their time at the setting. n Staff spoke to the inspector during 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

10 March 2022 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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