La Petite Academy Ltd

Inspection of La Petite Academy Ltd 10-12 Highfield Road, Littleover, DERBY DE23 1DG

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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 Inadequate

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The provision requires improvement

Children are happy and settled at the setting. Staff provide experiences to give children a sense of belonging. For example, when children arrive, they look for their photograph and name for self-registration. Furthermore, family photos are displayed, and children discuss who is special to them. Children have close attachments with their key person and look to them for reassurance when upset or tired.

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The provision requires improvement

The manager is clear about what children need to learn and why. Babies and young children show confidence as they enjoy exploring their playroom. Babies use coloured blocks to make a tower. They take turns with staff to place the blocks on top of each other. When the tower falls, babies squeal and clap with excitement. Two-year-old children enjoy singing rhyme songs and performing the actions. They hop like bunnies, stomp like elephants and flap their arms like a bird. However, the quality of teaching is variable. Staff working with older children overlook opportunities to challenge children's thinking and understanding during activities. For instance, staff plan an activity for children to program a robot mouse to move in different directions. Due to little direction from staff, children quickly lose interest and move on to another activity. Consequently, learning intentions are not met.

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need to do better?

n The manager and staff have made some improvements since the last inspection. All staff have completed safeguarding training, which has improved their knowledge and understanding. Managers have put appropriate systems in place to store and handle information securely. n Staff plan activities for children, covering different areas of learning and development. However, there are some weaknesses in the quality of education, especially in the pre-school room. Teaching is not consistent to make sure that children achieve what staff want them to learn. For example, when children take part in a role-play activity, they pretend to be shopkeepers. Staff want children to learn about different quantities of money. However, due to lack of staff engagement during the activity, this is not explored, and children wander off. n Staff provide opportunities to ensure that younger children are learning to be independent. Babies confidently crawl and walk around their room, accessing

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need to do better?

the toys that they want to play with. Toddlers pour their own drinks and successfully use a fork and spoon to feed themselves. However, children in the pre-school room are not consistently given the opportunities to develop these skills even further. For example, staff pour pre-school children their drinks. n Staff recognise the importance of partnership working with parents. Staff use information shared by parents to plan activities based on children's interest and current stage of development. Information is shared electronically and verbally

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need to do better?

8 December 2022 to keep parents updated about their child's progress. Parents comment that their children are excited to attend the setting and that their confidence is growing. n The special educational needs coordinator works with parents and external professionals to ensure the needs of children with special educational needs and/or disabilities are met. This joined-up approach helps to ensure that activities support children to learn and develop. Consideration is given to additional funding and used to directly support children's needs and to offer new experiences. n Staff use mealtimes to support children to develop their social skills. Children sit with their friends and engage in two-way conversations. Staff prompt discussion about healthy eating, and the children name their favourite fruit and say whether it grows on a tree or out of the ground. However, staff do not consistently support children to follow good hygiene routines. For example, staff

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need to do better?

do not ensure that children wash their hands before eating. n Staff support children's language development well. They talk to children as they play and aim to help them build a wide vocabulary. Sign language is used in the baby room, and some babies are beginning to use it during routines. For example, they make the sign for 'thank you' during snack time. This supports the development of essential communication skills, such as listening and attention. n Overall, children behave well and use their manners by saying 'please' and 'thank you'. Staff are calm and gentle as they talk to children about the consequences of their actions. This helps children to make the right choices. Children show care and consideration for each other. For example, children pull out chairs ready for their friends to join in with activities.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Since the last inspection, the manager and staff have worked hard to improve safeguarding procedures. They understand their responsibilities to safeguard children to keep them safe. Staff demonstrate a sufficient understanding of the signs that indicate a child may be at risk of abuse. They know the procedure to report concerns about children's welfare. The manager and staff are clear about the procedures to follow if they have concerns about the suitability of a colleague. They complete effective risk assessments to keep children safe at the setting. Staff ensure the premises is safe and secure.

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Due date

8 December 2022 improve the implementation of the curriculum to ensure all children remain engaged and receive experiences that extend their learning 08/02/2023

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Due date

improve hygiene routines and ensure all children wash their hands before meals. 06/01/2023

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should:

n increase opportunities for children to develop their independence through everyday routines.

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Setting details

Unique reference number 206109 Local authority Derby Inspection number 10246349 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 76 Number of children on roll 82 Name of registered person La Petite Academy Ltd

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reference number

Telephone number 01332 774413 Date of previous inspection 8 June 2022

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Information about this early years setting

La Petite Academy Ltd registered in 1995 and is located in Derby. The nursery opens each weekday, from 7.30am to 6pm, all year round, except for bank holidays. The nursery employs 16 members of childcare staff. Of these, 15 hold a recognised early years qualification at level 2 or above. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed the impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the provider. n The inspector and the manager completed a learning walk together. The inspector spoke with the manager to gain an understanding of their curriculum intent. n The inspector observed the quality of education during activities and assessed the impact this has on children's learning. n The inspector spoke with staff and children at appropriate times during the inspection. n The inspector completed joint observations with the manager. n The inspector looked at relevant documentation and evidence of the suitability of staff working in the nursery. n The inspector spoke to parents during the inspection and took account of their views.

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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

8 December 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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