Little Squirrels Play Forest at Priory

Inspection of Little Squirrels Play Forest at Priory The Priory Centre, Priory Plain, Great Yarmouth NR30 1NW

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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

Staff warmly welcome children and parents into the setting. Children rush in, keen to play and investigate the activities on offer. They form secure relationships with staff and look to them for comfort or reassurance when needed. Children demonstrate that they feel a sense of belonging and safety, showing the inspector their favourite toys and inviting her to play. Children show pride in their achievements, pointing out their artworks displayed on the walls. Staff interactions with children are nurturing and kind. They ask questions and listen to children's stories about their home lives. Staff remember children's important people and events such as holidays. This helps children to feel valued and encourages them to join in conversations.

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The provision is good

Staff have high expectations for children. They talk knowledgeably about their recent assessments and where children are in their unique learning journeys. Staff promote positive behaviours in an age-appropriate way. For example, they calmly redirect challenging behaviours and offer safe alternatives. Children demonstrate curiosity and enthusiasm as they explore toys and equipment. Staff respond to their interests and provide equipment to build on these. For instance, they provide pull-along vacuum cleaners for children to play with. Children eagerly explore the buttons, wind the cable in and pretend to 'plug' them into carefully smoothed sand. They laugh delightedly as staff play along with their 'fishing' game, holding on to the end as they reel the cable in.

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need to do better?

n The management team and staff are passionate about their work and the importance of early education in making a difference to children. They regularly access training and a digital library of professional development materials to build their knowledge of child development and teaching techniques. The provider has developed a robust induction and training programme to support staff understanding and practice. n Staff know children well and use a range of assessment methods to understand their current development and skills. They use this knowledge to tailor their ambitious curriculum to children's unique needs and promote their progress. Staff support for children with special educational needs and/or disabilities is particularly strong. They develop close partnerships with parents and other professionals to create clear support plans and ensure children's needs are met to a high standard. n Parents praise the 'caring, friendly' staff and how informed they feel about their

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need to do better?

children's progress and experiences in the setting. They talk about how kind staff are and how eager they are to help if parents need additional support. Parents also appreciate the resources and books on offer to take home.

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need to do better?

8 March 2024 n Children frequently practise doing things for themselves, such as pouring drinks and pulling their coat zips up. They select and transport a range of materials to recreate familiar routines. Children use dough and rice and different containers to 'cook dinner'. They scoop and pour rice, squash and shape dough then place finished dishes in the role play oven. Children check their creations, explaining that, 'It's not done yet' and describe the different toppings that their friends can choose from when it's 'time to eat'. n The management team have a good awareness of their community and the needs of families using the service. They recognise key issues, such as difficulties accessing dental services in the local area, and work to reduce these barriers. For instance, staff collaborate with dental professionals to provide in- house dental check-ups. n Children develop an understanding of the setting's rules as well as skills to keep

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need to do better?

themselves safe and play cooperatively with others. Staff support children's understanding of key routines with step-by-step instructions and encouragement. They help toddlers to push their sleeves up, make bubbles with soap and rinse their hands thoroughly before eating. n Staff plan activities to support children's understanding of healthy habits. Children cut vegetables to make soup and confidently join in with a game to 'brush' laminated teeth boards clean. They enjoy going on walks in the local area and relish the range of equipment in the setting's garden area. Children strengthen their physical skills on stepping stones and a wobbly bridge, as well as taking time to rest with a book in the cosy area. n Staff report feeling valued and well-supported by managers. The management team consider how to support individual staff needs and place a high value on well-being as well as personal development. They make use of different methods

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need to do better?

to evaluate the setting. However, plans for further improvement do not always focus incisively on areas generating the most impact for children.

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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 enhance self-evaluation to produce sharply targeted areas for further improvements that have the most impact on children's learning.

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Setting details

Unique reference number 2656049 Local authority Norfolk Inspection number 10311622 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 68 Number of children on roll 50 Name of registered person Little Squirrels Play Forest Limited

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reference number

Telephone number 01493842424 Date of previous inspection Not applicable

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Information about this early years setting

Little Squirrels Play Forest at Priory registered in 2021. The setting employs nine members of childcare staff. Of these, eight hold appropriate early years qualifications at level 2 or above. The setting opens from Monday to Friday during term time only. Sessions are from 8am to 4pm. From April 2024, the setting will open all year round, from 8am to 6pm. The setting 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 took the inspector on a learning walk across all areas of the premises to explain how the early years provision and curriculum is organised. n The inspector observed the quality of interactions during activities indoors and outdoors and assessed the impact this has on children's learning. n The manager completed a joint observation and evaluation of an activity with the inspector. n The inspector spoke to children, staff and parents at appropriate times during the inspection. n The inspector looked at a sample of the setting's documents. This included evidence about staff suitability and training.

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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 March 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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