Little Acorns Day Nursery

Inspection of Little Acorns Day Nursery Ashgate Manor Medical Centre, Ashgate Road, Chesterfield S40 4AA

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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

Children and parents are greeted warmly by staff as they arrive at nursery. Staff enthusiastically engage them in discussions about what they have been doing since they last came to the nursery. Children develop positive relationships with the staff, who know them well. This helps children to feel safe and secure and promotes their self-esteem. Older children settle quickly and are eager to explore the resources and activities. They excitedly run outside to play with their friends and negotiate taking turns to go down the slide. In the baby room, staff secure strong bonds with babies as they help them to stand. Babies sit on the knees of staff as they share stories. Outside, staff praise toddlers as they teach them to ride on balance bikes. Children are delighted with their success and show positive attitudes to learning.

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The provision is good

Staff encourage children to persevere to complete tasks and offer praise when they achieve them. For example, staff support children to find out information about different types of transport as they research facts together from photos, books and the internet. Staff have high expectations for children's learning and behaviour. They encourage children to be kind and thoughtful towards each other. Children invite each other into their play. For example, older children pass bubble blowers to each other so that everyone has a turn.

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need to do better?

n The manager and staff provide a curriculum that encourages children to develop the skills that they need to be ready for school. For example, all children are encouraged to be as independent as possible with their self-care. Staff observe children as they play and make assessments of what children can do. They ensure children are engaged in their play, as they plan activities based on children's interests. However, occasionally, some staff are not clear about what they want children to learn from these planned activities so that they can focus their interactions more precisely to support children's learning. As a result, some children are not always provided with the experiences they need to learn specific skills. n Staff support children with special educational needs and/or disabilities to make progress in their development. The special educational needs coordinator accesses information and advice from external agencies to ensure children's

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need to do better?

needs are met. She shares plans and targets for individual children with the child's key person and parents to ensure continuity in each child's care and learning. n Staff play alongside children and model language as they play. They introduce new naming words to toddlers, such as 'cucumber' as they eat snack. They introduce mathematical language, such as 'full' and 'empty', as children fill

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need to do better?

29 May 2024 buckets with sand in the outdoor sandpit. However, some staff do not fully encourage young children to engage in conversations or share their own ideas. They ask too many questions in quick succession without allowing enough time for children to answer. n The manager, deputy and staff create a culture of respect and tolerance for others. They plan a wide variety of opportunities for children to learn about other people and communities. For example, babies smile as they point to photos of people who are special to them. Older children talk about festivals they have learned about at nursery. Children learn about what makes them unique and celebrate their similarities and differences. n Staff teach children to develop their independence by taking care of some of their own self-care needs. For example, older children confidently manage their own toileting needs. They set the table for lunch and serve themselves. Younger

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need to do better?

children are given time to dress and undress themselves, and staff patiently show them how to do up zips. n The manager and deputy offer staff support and ongoing training. For example, they have worked together to determine how they can make effective use of observations they make of children's play. This helps staff to build on their knowledge and skills and improve outcomes for children. Staff express how valued and supported they feel in their roles. The manager values the well-being of staff and has successfully built a happy and effective team.

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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 focus more precisely on the intention of planned activities to support all children's learning n help staff implement the curriculum for communication and language to increase opportunities for toddlers to use newly acquired vocabulary.

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Setting details

Unique reference number EY472879 Local authority Derbyshire Inspection number 10335716 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 52 Number of children on roll 79

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Name of registered person

Little Acorns Day Nursery (Chesterfield) Limited

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reference number

Telephone number 01246 557057 Date of previous inspection 25 June 2018

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Information about this early years setting

Little Acorns Day Nursery registered in 2013 and is situated in Chesterfield, Derbyshire. The nursery employs 21 members of childcare staff. Of these, two hold appropriate early years qualifications at level 6, including the manager who has early years professional status. Two members of staff are qualified at level 5, one at level 4 and 10 at level 3. The nursery opens from Monday to Friday all year round, except for one week at Christmas and 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 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 her evaluation of the provider. n The manager talked to the inspector about activities provided at the nursery to explain what the staff provide and how this assists children in their learning and development. n The quality of interactions during activities was observed, and the inspector assessed the impact this has on children's learning. n The inspector spoke with managers, staff, parents and the children at appropriate times throughout the inspection. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the manager. She looked at relevant documentation and evidence of 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

29 May 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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