Littleworld Clatford Day Nursery

Inspection of Littleworld Clatford Day Nursery Unit 5, Balksbury Hill Industrial Estate, Upper Clatford, Andover SP11 7LW

p.1

Overall effectiveness Good

The quality of education Good Behaviour and attitudes Outstanding Personal development Good Leadership and management Good Overall effectiveness at previous inspection Good

p.1

The provision is good

Leaders have designed a well-sequenced curriculum that focuses on the development of children's social and emotional skills. Adults encourage very young children to move their bodies with control. Staff teach toddlers how to identify feelings while helping them follow rules that support positive attitudes to group learning. Staff explore with pre-school children how to understand their own emotions, including how their feelings affect others. These high expectations for developing children's social skills gives children the ability to express themselves appropriately and contributes to their positive behaviour and motivation.

p.2

The provision is good

All staff have helped create a positive, inclusive environment where all children and adults are celebrated. Staff carefully plan for and meet the additional needs of children with special educational needs and/or disabilities (SEND), which supports them to make good progress. Staff consistently seek the views of children and ask them about their wants, needs and decisions. Adults are excellent role models and create strong bonds with their key children. They show children how to treat each other with respect and kindness. As a result, children demonstrate the social skills to support their friends when they struggle and to welcome new peers when they first start. Superb staff support ensures children embrace their time at the setting and contributes to their exemplary behaviour and outstanding attitudes to learning.

p.2

need to do better?

n Leaders have spearheaded initiatives to maintain staff's positive attitudes to work. For example, nominated staff act as mental health and well-being champions. Staff are encouraged to suggest ideas for team-building events and write celebratory comments about each other. This has created a supportive environment that has a favourable impact on how adults and children treat each other. n Staff inspire children to take ownership and pride in their accomplishments. For instance, pre-school children suggest titles for their artwork that is prominently displayed. Staff commend toddlers for following snack-time rules beautifully and provide uplifting commentary that encourages very young children to explore. Consequently, children develop high levels of self-esteem and take great pleasure in talking to visitors about what they like and can do. n Staff work well with specialist agencies to meet the needs of children with SEND.

p.2

need to do better?

For instance, staff have changed the layout of the toddler room to increase opportunities for children to develop their gross motor skills. Additionally, staff in the pre-school room expertly model language to develop the communication of children with additional needs. For instance, less-confident talkers are supported to speak in full sentences by describing their self-portraits. This helps these children to make sustained progress in their language and communication.

p.2

need to do better?

22 August 2024 n Staff carefully plan transition arrangements for all children. These involve trusted adults with whom children have built strong bonds. Staff provide parents with a handover pack with the names and details of new rooms and new staff. Transitions happen at the pace of each child. For instance, children are very gently introduced into new routines when moving to the toddler room. New starters quickly feel at ease because there is a very effective induction process for new families. These high-quality transitions maintain children's sense of security and support their positive behaviour as they grow. n There are clear signs in rooms that help children to remember and follow personal care routines. However, at times, staff do not consider how to build on children's confidence and ability to manage their own personal needs. For example, on occasion, staff do not recognise how to encourage children to

p.2

need to do better?

improve their handwashing skills. In addition, children are not always able to reach items such as paper towels to help them complete tasks on their own. As a result, not all children are consistently given practical opportunities to fully develop their independence skills. n Staff deliver strong support for families. For example, a learning library provides families with boxes containing instructions and resources for activities that can be completed at home. In addition, parents' evenings and open communication with managers and key persons are some of the many ways for families to discuss their child's progress. Parents consider the setting a safe and inclusive space and report that their children have developed their social skills and confidence since attending. n Healthy eating is embedded throughout the curriculum. Delicious fresh food is cooked on site and children and parents talk positively about the menu. Very

p.3

need to do better?

young children are extremely well supported to manage spoons independently, which they use to eat their yoghurts with delight. Toddlers choose and peel their own fruit, while staff talk to them about the pips inside. Pre-school children rub their stomachs and smile as they tuck into healthy puddings. Staff explore healthy lifestyles with children, including what they need to keep fit and eat well. This helps children develop healthy attitudes to food from an early age.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

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

p.3

should:

n support staff to develop a more consistent approach to helping children build on their personal hygiene skills.

p.3

Setting details

Unique reference number EY474771 Local authority Hampshire Inspection number 10354721 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

p.4

inspection

Total number of places 55 Number of children on roll 74 Name of registered person Littleworld Day Nurseries Limited

p.4

reference number

Telephone number 01264 353814 Date of previous inspection 2 November 2018

p.4

Information about this early years setting

Littleworld Clatford Day Nursery registered in 2014. It employs 24 members of childcare staff. Of these, two hold appropriate childcare qualifications at level 5 and 18 hold appropriate childcare qualifications at a minimum of level 3. The nursery opens from Monday to Friday, all year round. Sessions are from 7.45am to 5.45pm. The nursery provides funded early education for two-, three- and four-year-old children.

p.4

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 joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector carried out joint observations of group activities with the manager. n Parents shared their views on the setting with the inspector. n The inspector spoke to children, to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views.

p.5

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.

p.5

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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.6