Little Apples Day Nursery Ltd

Inspection of Little Apples Day Nursery Ltd 18 Sanderstead Road, SOUTH CROYDON, Surrey CR2 0PA

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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 Requires improvement

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The provision is good

Children show that they build close relationships with caring staff. Most children who are new settle quickly into nursery routines. When children arrive unsettled, they receive close attention from staff. This helps them to separate more easily from their parents. Children use comfort items from home and see photos of family members on display. This contributes to their emotional well-being.

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The provision is good

Children enjoy their time outdoors. Older children challenge each other to run faster and control their bodies well at speed. Children develop their balance as they navigate logs. Toddlers sit on and skilfully manoeuvre bicycles. Children have good opportunities for sensory experiences. Babies explore shaving foam. They clap their hands together and delight in the 'snow' that it creates. Older children discuss and explore the properties of ice. Pre-school children develop their mathematical awareness as they create patterns with coloured shapes.

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The provision is good

Children benefit from staff's continuing engagement with their parents. They borrow items to use at home, and parents share their achievements and experiences when they are away from the nursery. Children's moves within the nursery and to school are well planned. They have opportunities to develop the skills that they need for future learning.

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need to do better?

n Leaders are ambitious for children and work together effectively to make improvements. They seek feedback from parents and staff and use this to develop the service and to identify priorities for action. For example, parents are now able to enter the premises and are better informed about their children's learning. n Overall, leaders provide good support for staff. They identify training and assist staff to gain recognised qualifications. Leaders allow time for staff to regularly reflect on their practice, which contributes well to staff development. However, support for teaching skills is not fully effective. Very occasionally, some staff do not receive the support that they need to understand how to engage and interact with children well. Some activities do not link well to what children need to learn next. n The special educational needs coordinators (SENCos) are effective in their roles. They work collaboratively with external professionals and share information

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need to do better?

appropriately. The SENCOs support staff to implement suggested strategies and review these with the close involvement of parents. They work sensitively with parents and signpost them to relevant services. This helps to further support children's development. n Children show the progress that they make in their communication and

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need to do better?

14 November 2022 language. Staff encourage children to discuss and share their ideas, such as how to make water freeze. Staff use a 'rhyme tree' to support younger children to make song choices. Children who need extra help to interact with others benefit from targeted teaching sessions. Children who speak English as an additional language quickly develop their English-speaking skills. n Staff give children opportunities to develop their independence. Children begin to manage their personal care needs. Staff work with parents to help children achieve toileting success. Children make healthy choices at the snack bar and self-serve at lunchtimes. Children are eager to help with tasks, including as they tidy away or use technology to help find out answers to their questions. n Staff encourage parents to share information about children's experiences and achievements. Staff plan activities to help children acknowledge important

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need to do better?

religious and cultural events. Children have opportunities to experience another language during regular sessions. However, some children have few opportunities to recognise, value and share their languages and backgrounds. n Staff encourage children to use good manners and behave well. Children show that they understand the differing needs of their friends and show positive social skills as they play together. For example, they propel each other on swing seats and share books. Staff use methods such as visual aids to help children understand what will happen next. n Staff understand how to plan sequenced learning opportunities to promote children's early literacy. For example, children manipulate dough and use giant spoons in mud. This helps to strengthen the small hand muscles they need for later writing. Babies choose favourite books, turn pages and look closely at illustrations.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders and staff are confident to recognise and respond to concerns about children. They are alert to possible risks to children, such as children's exposure to extreme views, unsafe technology or domestic abuse. Leaders make required notifications and liaise appropriately with relevant agencies to minimise potential harm to children. Staff implement procedures, such as regular headcounts, to help keep children safe. Staff implement effective handwashing and hygiene routines. They manage children's personal and health needs effectively. Staff maintain accurate records of accidents and incidents and share information with parents. Leaders have effective arrangements to check the initial and ongoing suitability of staff.

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should:

14 November 2022 n strengthen support for teaching skills so that staff better understand how to engage and interact with children during activities n broaden opportunities for children to recognise, value and share their languages and backgrounds.

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Setting details

Unique reference number EY442782 Local authority Croydon Inspection number 10217726 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 72 Number of children on roll 115 Name of registered person Little Apples Day Nursery Ltd

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reference number

Telephone number 02086866246 Date of previous inspection 16 November 2021

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Information about this early years setting

Little Apples Day Nursery registered in 2012. The nursery is open all year round, from 7.30am to 6.30pm, Monday to Friday. There are 24 members of staff. Of these, four hold childcare qualifications at level 6, eight hold qualifications at level 3, and four hold qualifications at level 2. The nursery receives funding to provide early education for children aged two-, three- and four-years-old.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the provider. n The provider joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff and parents at appropriate times during the inspection and took account of their views. n The SENCos spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the interactions between staff and children. 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

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

14 November 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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