Little Bear's Day-Care Limited

Inspection of Little Bear's Day-Care Limited Walton-on-thames Cricket Club, Ashley Park Pavilion, 197 Ashley Park Avenue, Walton-on-thames KT12 1ET

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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 greeted by the nurturing staff, who know them well. They demonstrate that they feel happy and safe as they separate with ease from their parents and carers. Staff provide a range of learning experiences. They provide children with real items to touch and smell. For instance, children cut vegetables as they make imaginary soup in the role-play area. Staff use these opportunities to introduce new words, such as 'parsnip' and 'courgette'. This helps to develop children's vocabulary.

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The provision is good

Staff plan opportunities for children to develop their physical skills. For instance, children develop their core strength as they lift and carry crates to make a bridge to walk along. Staff provide a range of learning experiences that ignite children's curiosity. They support children to develop their small hand muscles. For example, younger children mix sand and water, using various containers. Older children mix cornflour and water with paint brushes. This helps children build the strength in their hands and fingers to support their early writing skills.

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The provision is good

Staff have high expectations of children's behaviour. They use a range of strategies to help children to manage their behaviour effectively. For instance, staff use sand timers to let children know when it is their turn. They speak calmly when children need support with their emotions. This helps to promote children's good behaviour.

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need to do better?

n Leaders have worked hard with staff to develop a good curriculum based around themes and the children's interests. Staff plan a variety of activities for children. They have a clear understanding of the learning intentions within their curriculum, which is well sequenced to help children remember previous learning. All children, including those children with special educational needs and/or disabilities (SEND), make good progress in their development. n Staff support children in their emerging understanding of mathematics. They model counting and use opportunities to extend children's mathematical language. For example, staff teach children to count as they construct a dinosaur house from blocks. Staff introduce new words and concepts, such as 'big' and 'small'. This helps children to start to compare different sizes. n Staff know their key children well. They plan appropriate next steps and understand how to implement these in children's play. Occasionally, however,

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need to do better?

staff do not deploy themselves effectively to support all children's learning. This means children sometimes lack the interactions needed from staff to engage them in meaningful learning and play. n Overall, staff help children develop a love of early literacy. They plan story times at the end of the nursery session. However, when children show an interest in

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need to do better?

17 January 2025 some books, staff sometimes overlook these opportunities to encourage children to foster a greater love for books and stories. n Staff encourage children to become independent in their self-care. Children hang their belongings up when they arrive at nursery. Staff encourage children to wash their hands and use the toilet independently. This helps children develop healthy habits for the future. n Staff swiftly identify any children that will benefit from additional support. They work with other professionals and use advice to develop plans specific to meet the needs of the children. This helps all children make good progress from their starting points. n Staff promote children's behaviour well. They gently remind children to use their manners and give children time to negotiate sharing resources. This helps children to manage their behaviour and develop kind friendships. n Partnership with parents is good. Staff share information regularly with parents

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need to do better?

about their children's needs and ideas for activities to do at home. Parents report that these ideas help their children to make good progress in all areas of their development. n Leaders are very passionate about the nursery and the team. Staff report that they feel well supported in their roles. They appreciate the support with their ongoing professional development. For example, staff report that training they have accessed to support children with SEND has helped them plan targeted intervention sessions to support children's individual needs.

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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 review the deployment of staff to provide purposeful interactions for children to build on their existing skills and knowledge n support staff to enhance children's early literacy skills so that children develop a greater love of books and stories.

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Setting details

Unique reference number 2703187 Local authority Surrey Inspection number 10372244 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 36 Number of children on roll 28 Name of registered person Little Bear's Day-Care Limited

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reference number

Telephone number 07810882062 Date of previous inspection Not applicable

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Information about this early years setting

Little Bear's Day-Care Limited registered in 2022. It is situated in Walton-on- Thames's cricket club pavilion, Walton-on-Thames, Surrey. The nursery operates Monday to Friday, from 8.30am until 3.30pm, during term time. The nursery employs six members of childcare staff. Of these, five hold early years qualifications at level 3. The nursery provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n Leaders joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector viewed the nursery and discussed the safety and suitability of the premises. n Parents shared their views of the nursery with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the nursery. n Leaders and the inspector conducted a joint observation of an outdoor activity.

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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

17 January 2025 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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