Little Clovers Nursery

Inspection of Little Clovers Nursery Craven Gate House, New Craven Gate, Leeds LS11 5NF

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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

Children are welcomed warmly into the setting. They develop warm and trusting relationships with staff. Children show they feel comfortable with the staff. Babies seek staff out for a cuddle when they are feeling unsure. Children are supported to learn about different emotions they may be experiencing. Staff skilfully label these emotions and work with children to understand why they might be feeling a certain way. Staff are kind and caring and have high expectations of children's behaviour. They support children to take turns and share resources. As a result, children show high levels of respect for each other.

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The provision is good

Leaders and staff have worked hard to establish a clear curriculum, which builds on what children know and can do as they progress through the nursery. Staff liaise with local schools to find out what is most important for when children start school. They then develop a more personalised curriculum and learning plan ensuring children are ready for their next stage in learning. Planning takes into account a range of festivals and celebrations, that reflects the diverse needs of the nursery. Children make good progress. Stories form an integral part of the nursery day. Learning opportunities are developed around these. This helps to promote an early love of reading.

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need to do better?

n Staff use every opportunity to teach children how to keep safe. They explain how to climb stairs safely, for example, that they must walk and hold on to the banister. They explain any unwanted actions clearly, such as why children should not stand on chairs. This supports children's understanding of risk. Children are very well behaved and understand the expectations of them. n There is clear leadership throughout the setting. Leaders regularly evaluate practice and have plans in place for areas they wish to develop. They seek feedback from parents and staff to support this self-evaluation. Leaders are aware of the well-being of staff and staff say they feel well supported. Students are well supported while on placement and seek out future employment opportunities at the setting. n Staff share information with parents through an online journal. Staff go above and beyond their role to support parents with referral forms and to ensure

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need to do better?

children can access their full entitlement. Parents are happy with the setting and report their children are making good progress. Leaders are proactive in ensuring parents understand how their children learn and how they can support them at home. For example, leaders reach out to parents to explain how they support early reading within nursery. n Children with special educational needs and/or disabilities (SEND) are well supported. Staff work closely with a range of professionals to ensure children

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need to do better?

5 December 2024 have appropriate support in place. Staff take prompt action to support any children with developmental concerns to ensure they receive relevant support at any early stage. Leaders ensure that additional funding the setting receives is used to meet individual needs and enhance outcomes for children effectively. As a result, children make good progress from their starting points. n Children have access to a large outside space. Some consideration has been given into how to use this space effectively. However, staff do not yet plan and organise the outdoor curriculum as well as they do indoors. As a result, the area is not stimulating enough to engage children fully in their learning. Nevertheless, children enjoy their time outside. They enjoy using the bicycles and making use of the space to run around. This helps to support their physical development. n Staff know children extremely well. They allow children to make choices in their

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need to do better?

learning and ensure they are supporting children's individual learning. However, adults do not consistently refer to children by name when speaking to them. For example, they are sometimes referred to as 'baby' or 'mate'. This means that, at times, children are not recognised as individuals. n Staff skilfully use a range of mathematical language in play. For example, they count bricks with babies as they are building a tower. Older children play games in which they are challenged to find a certain number of objects. This helps to support children's early concept of number.

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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 continue to develop the outdoor curriculum to provide a stimulating and organised area for children to learn n ensure children are recognised as individuals and referred to by their name.

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Setting details

Unique reference number 2691721 Local authority Leeds Inspection number 10367257 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 48 Number of children on roll 43 Name of registered person Cloverleafworld Limited

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reference number

Telephone number 01133450958 Date of previous inspection Not applicable

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Information about this early years setting

Little Clovers Nursery registered in 2022. The nursery employs 15 members of staff. Of these, 13 hold appropriate early years qualifications at level 2 or above. The nursery opens Monday to Friday, all year round, except for bank holidays, one week at Christmas and staff training days. Sessions are from 8am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children interacted with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Staff spoke to the inspector about how they support children with SEND. 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 inspector observed the interactions between staff and children. n The inspector carried out a joint observation of an activity with the manager. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the

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Inspection activities

suitability of staff working in the nursery.

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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

5 December 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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