The Little Academy Day Nursery

Inspection of The Little Academy Day Nursery 1 Severn Road, BRADFORD, West Yorkshire BD2 4LS

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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 Good

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The provision is good

Friendly and caring staff greet children on arrival at this welcoming nursery. Children are happy to leave their parents and carers, and are eager to see their friends. Staff build positive relationships with children and get to know families very well. Staff find out about children's likes and dislikes before they start. They know how to comfort children if they become upset. This helps children to settle quickly and feel safe and secure.

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The provision is good

Staff have high expectations for children's behaviour. They help children to understand the rules and routines of the nursery. Children respond to requests and instructions from staff. Children are eager to help tidy their toys away when staff play a 'tidy-up' song. Staff encourage children to put resources away when they have finished an activity. Children learn where the resources go. They display positive behaviour and are respectful to each other.

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The provision is good

Children make good progress in their learning and development. Staff plan activities to encourage children to be curious and have a positive attitude to their learning. They engage children in cause-and-effect activities. Staff encourage children to roll balls down ramps and pour water down tubes. Children show excitement as they watch the ball roll away and the water pour out from the bottom of the tube.

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need to do better?

n Managers are passionate about the care and education they offer at the nursery. Children are at the heart of everything they do. Leaders and managers plan an ambitious curriculum that teaches children the skills they need for the next stage in their learning. Children are ready for their move on to school. n Staff read and sing with children throughout the day. They use puppets to enhance their storytelling. Children are engaged and develop an understanding of stories. They take delight as they move their bodies to the music. Children use the words 'author' and 'illustrator' when talking about books. They begin to understand what the blurb is. Children develop a love of stories, songs and rhymes. n Managers give priority to promoting children's communication and language skills. They implement an intervention programme to support children to develop their speaking and listening skills. Children explain the rules of sitting, looking

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need to do better?

and listening. Staff teach children to remember and recall previous activities. They get down to children's level, speak clearly and give time for children to think and answer. Children are confident talkers. n Staff offer opportunities for children to do things for themselves. They encourage children to find their coats and shoes, and teach them to put their

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need to do better?

12 February 2024 coats on. Children help to serve themselves at lunchtime. Staff support children to identify when they need a tissue for their nose. Children develop their independence skills. n Children develop an understanding of mathematical language. Staff model mathematical language in their play. For example, staff model the words 'big' and 'small' when children climb on the outdoor equipment. Children then comment, 'It's a big one,' as they jump off. n Staff promote appropriate discussions with children about their learning. They ask questions to check children's understanding. However, sometimes, staff do not consistently challenge older children's understanding and help to identify any misconceptions. For example, staff talk to children about the foods that are healthy but do not discuss the foods that are not healthy. n Children with special educational needs and/or disabilities (SEND) are very well

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need to do better?

supported. The special educational needs coordinator (SENCo) works effectively with outside agencies and parents to provide the support that children need. Staff complete the written progress check when children are aged between two and three years and share this with parents. n Managers implement a key-person system. Children develop a strong bond with their key person. Staff know what children like to do while they are at the nursery. However, at times, some staff are not always clear on children's next steps in their learning. This means they do not always have a clear understanding of what they want children to learn. n Staff support families and ensure that they feel welcome. They adapt the environment so that all children feel included. Parents are very complimentary of the nursery. They report that their children are very happy and love attending the nursery. Parents comment on the progress their children have made since

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n help staff to identify when they can challenge children's understanding further to help identify any misconceptions n ensure that all staff have a clear understanding of children's next steps in their learning so that they can support children's development further.

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Setting details

Unique reference number 302062 Local authority Bradford Inspection number 10317030 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 77 Number of children on roll 69

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Name of registered person

The Little Academy Day Nursery (Severn Road) Ltd

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reference number

Telephone number 01274 637425 Date of previous inspection 10 May 2018

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Information about this early years setting

The Little Academy Day Nursery registered in 1999 and is located in Bradford. There are currently eight members of staff employed to work with children. Of these, one member of staff holds early years professional status, five staff hold appropriate childcare qualifications at level 3 and two staff hold appropriate childcare qualifications at level 2. The nursery opens all year round, Monday to Friday, except for bank holidays. Sessions are from 7.30am until 6pm. 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 nursery received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in their evaluation of the nursery. n The inspector viewed the nursery and discussed the safety and suitability of the premises. n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children spoke to the inspector about what they enjoy doing while at the nursery. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The SENCo spoke to the inspector about how they support children with SEND. n The inspector observed the interactions between staff and children. n The manager and the inspector carried out a joint observation during an group activity. n The inspector observed the quality of education being provided, indoors and

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Inspection activities

outdoors, and assessed the impact on children's learning. n Parents shared their views of the nursery with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

12 February 2024 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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