Setting 2764011

Report for childcare on domestic premises

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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 welcome children and families warmly at this friendly and caring nursery. Children are eager to leave their parents and start their day with their friends. Staff develop positive relationships with children. They are sensitive and responsive to their needs. Children feel safe and secure in staff's care. They are confident to ask for help when needed. Staff are positive role models. They model good manners and encourage children to say please and thank you. Children use this language in their play. Staff teach children to be considerate of others. Children are polite and their behaviour is good.

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The provision is good

Staff support children to have a positive attitude to their learning. They encourage children to keep on trying, even when they find the tasks difficult. Children show determination and are proud of their achievements. For example, when children struggle with their shoes, staff offer encouragement and support. Children persevere and proudly shout, 'Look, I did it', when they successfully put their shoes on themselves. Staff take children on local visits. Children perform the songs they have been learning at local events. They visit a local care home and spend time at the allotment. This helps children to develop an understanding of the community in which they live. Children make good progress and are ready for their move on to school.

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need to do better?

n Children develop a love of stories, songs and rhymes. Staff ensure that books are available for children to access independently. Children enjoy sharing books with staff. Staff teach children new songs and rhymes. Children enthusiastically join in with the words and actions. n Staff promote children's communication and language development well. They speak calmly and clearly with children. Staff give good eye contact and actively listen to children, allowing them time to speak. They model and introduce new words. For example, when playing with a ball with babies, staff repeat the word 'rolling' as they roll the ball to the babies. Staff encourage older children to listen to each other and take turns in speaking. Children are confident speakers and enjoy taking part in conversations. n Staff plan opportunities for children to develop good independence skills. Staff encourage babies to develop their large motor skills when learning to walk.

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need to do better?

Toddlers become skilled in taking their coats and shoes off. Children serve themselves at lunchtime. They enjoy the responsibility of tidying their toys away when they have finished playing. n Staff engage positively in children's imaginary play. They set up a flower shop and children enjoy playing the shopkeeper. Staff use the language of money and children begin to understand the concepts of buying and paying for goods.

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need to do better?

22 August 2024 However, sometimes staff do not extend children's learning to an even higher level. For example, children ask what they can use for money. Staff do not follow this interest and do not provide resources to extend their learning. This means that sometimes children do not make as much progress as they are capable of. n Children learn to follow the routines of the day. Staff plan a range of activities for children to take part in. However, leaders do not always consider the impact the routines have on children's learning. For example, staff regularly ask children to tidy up their toys during the day. This results in children sometimes not having the time to develop a deeper level of learning. n Parents are extremely happy with the care their children receive. Leaders and managers provide an environment that welcomes children and their families. Parents comment that their children are eager to attend and have developed

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need to do better?

warm positive relationships with all staff. Parents appreciate the opportunities their children have to engage with children of different ages. They report this has helped to develop their children's empathy towards others. n Good transition procedures are in place for children who are leaving to go to school. New teachers visit the setting and staff share information with the schools children move to. Staff organise activities to prepare children for school and allay their worries. However, staff do not always share information with other settings children attend. This means that staff do not always know how to promote greater continuity in children's care and learning.

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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.

p.3

should:

n support all staff to know how they can extend children's learning to an even higher level n consider the routines of the day to allow children to develop a deeper level of learning and revisit their learning n expand on partnership working with other settings children attend to promote greater continuity in children's care and learning.

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Setting details

Unique reference number 2764011 Local authority Leeds Inspection number 10357282 Type of provision Childcare on domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 18 Number of children on roll 32

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Little Learners Day Care Nursery Limited registered in 2023 and is located in Leeds. The nursery employs six members of childcare staff. Of these, four staff hold appropriate early years qualifications at level 3. The nursery operates all year round, from 7.30am until 6pm, Monday to Friday. It 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 nursery. n The nominated individual, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The nominated individual and the inspector carried out a joint observation of a communication and language activity. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector observed the interactions between staff and children. n The inspector spoke with the nominated individual and manager about the leadership and management of the nursery.

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Inspection activities

n Parents shared their views of the nursery with the inspector.

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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

22 August 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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