Little Nippers Preschool

Inspection of Little Nippers Preschool Royston Lifelong Learning Centre, Station Road, Royston, Barnsley, South Yorks S71 4EP

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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

Staff provide an extremely warm and welcoming environment. Children arrive happy and leave their parents with ease. There is a buzz of excitement as children greet staff and their friends. Children find their name card or first letter of their name to self-register. They independently take off their coat and hang this in the designated area. Staff are always close by to offer support to children who need it. Children settle quickly into their play. They show how they feel safe in the care of nurturing staff.

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The provision is good

Staff support children to build respectful and caring relationships. For example, they encourage children to say 'good morning' to their friends during the circle time activity. They remind children to listen to each other as well as staff so that everyone's voice can be heard. Staff encourage children to leave the group with a friend or two and find play of their choice. They enhance children's emotional security and support them to make good friendships.

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The provision is good

Children enjoy a range of play to support their large- and small-muscle development. For instance, they take turns with their peers to catch beanbags in scoop rackets. Children use water and chalk to make marks outside. They name the colour of chalk confidently, such as white, blue and pink. Staff build effectively on what children already know and can do.

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need to do better?

n Leaders and staff provide a broad and varied curriculum for all children, including those on the pathway to diagnosis. They consider children's individual needs, interests and experiences that they may not yet have had. The curriculum focuses greatly on developing skills children will need for their eventual move on to school. Children make good progress from their starting points. n Children thrive on the responsibilities the cook gives them at snack time. They wash their hands, help to clean the table and put bowls of fresh fruit out for their friends. Through good adult modelling, children learn about healthy eating and self-care. n Staff take children to the adjoining library for singing and rhyme time. Children visit the local supermarket where they buy fresh fruit and vegetables. Staff take children to the local dentist where they have a chance to explore the treatment room. They help children to learn about the world and people who help them.

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need to do better?

n Staff enhance children's communication and literacy development well through familiar stories. Children's voices are heard in the pre-school. For example, children vote for the story they wish for staff to read. Staff draw children's attention to the spine and title of the book. They pause when reading so that

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need to do better?

15 October 2024 children can fill in the missing words and recall events in the story. Staff foster children's love of books very well. n Overall, staff use group time activities well throughout the day to encourage children to share in learning experiences. However, they do not always consider the age range of children in the group and care routines that need to take place before lunch. This impacts, at times, on the noise level in the room and disrupts some children's concentration on the learning that takes place. n Staff link mathematics throughout the curriculum. For instance, they build counting into everyday routines, such as register time. Children recognise the number two and find this displayed elsewhere in the pre-school when requested. When asked, they know they have two ears, eyes and hands. Staff also link counting to books, songs and rhymes. Children identify, at times, how many fingers staff hold up, such as three, without counting.

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need to do better?

n Parents and grandparents report the good progress their children make, particularly their social and language development. Parents report how their children share their learning with them. For example, they share their knowledge of shape, such as identifying an oval and comparing it to an egg. Parents and grandparents are aware of the core books used in the pre-school and of activities that take place. This allows them to continue this learning at home. n Leadership is strong. Leaders have a great overview of the strengths of the pre- school and areas for improvement. Funding is used well to support children's individual needs. Leaders support staff practice through effective supervision and observations of their practice. However, there is scope to precisely target training for staff who are less confident in their interactions with 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 consider the organisation of group-time activities at busier times of the day to allow for greater collaboration from children and uninterrupted learning n enhance performance management to precisely identify areas for staff development to raise the quality of education even further.

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Setting details

Unique reference number EY538231 Local authority Barnsley Inspection number 10363974 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 22 Number of children on roll 35 Name of registered person Little Nippers Playgroup Committee

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reference number

Telephone number 07818 197069 Date of previous inspection 17 January 2019

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Information about this early years setting

Little Nippers Preschool registered in 2016. The pre-school employs six members of childcare staff, all of whom hold appropriate early years qualifications at level 3. The pre-school opens Monday to Friday, during term time only. Sessions are from 9am until midday and 12.15pm until 3.15pm. The pre-school offers a lunch club for children attending both sessions. The pre-school provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children told the inspector about their friends and what they like to do when they are at pre-school. n Staff spoke to the inspector during the inspection. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The manager and the inspector carried out joint observations. n Parents and grandparents shared their views of the setting 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

15 October 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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