Marys Little Lambs Staincross

Inspection of Marys Little Lambs Staincross Wakefield Road, Staincross, Barnsley S75 6DJ

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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

Leaders have created an ambitious curriculum. Staff know the children well. They use this knowledge, and their understanding of child development, to ensure all children make good progress. Leaders work closely with parents and other professionals to provide targeted support for children who need it. As a result, all children develop well at the setting.

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The provision is good

Staff have high expectations of children's behaviour. They support children to manage conflicts with their friends. Children quickly resolve their disputes and work together again. They concentrate for long periods of time. For example, babies explore musical instruments. They move them around in their hands and listen to the noises they make. Older children explore the texture of paint. They use brushes to paint their hands. They create marks on paper and proudly show their work to staff. This supports children's imagination and creativity.

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The provision is good

Staff respond warmly to children's needs. When babies are unsettled or tired, they go to staff for support. Staff help children to apply sun cream. They talk to children about why this is important. Children put on their sun hats when playing outside. They are learning to look after their bodies and keep themselves safe and healthy.

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need to do better?

n Leaders have designed a curriculum that supports all children to make good progress across the seven areas of learning. Teaching is ordered so that children's skills progress over time. For example, staff focus on supporting children's communication and language, physical development and personal, social and emotional development before moving on to the specific areas of learning, such as mathematics. n Staff have good-quality interactions with children. They repeat the sounds babies make. They introduce new words through stories and songs. When toddlers use one or two words, staff model adding more words to their sentence. Older children sing 'London Bridge is Falling Down' to themselves as they build. This shows that children are remembering what they have learned. Children make good progress in their communication and language. n At times, staff ask children questions that require a limited answer or that are

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need to do better?

too difficult for children to understand. This use of questioning does not help to extend children's thinking skills. n Staff help children to learn early mathematical concepts. They comment on children's containers being full or empty. Staff challenge children to build a tower that is as tall as them. They help children to measure their towers with a tape measure. They compare the different heights and predict what might be taller or shorter. This helps children to learn about quantities and measure.

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need to do better?

8 April 2025 n The setting shares information with parents each day, in person and via an online app. Families are invited to regular meetings with their child's key person. Staff discuss their child's developmental progress and how parents can support their learning at home. The setting provides good support to children with special educational needs and/or disabilities. They carefully monitor the success of the support provided. Consequently, all children make good progress and families report feeling well supported. n Staff give children clear instructions. They remind children of the behaviour expectations. For example, staff make sure all children are listening before explaining it is time to tidy up. Children eagerly help their friends to put away the toys. Staff praise them. Children proudly tell others that they helped. This creates an orderly environment where children are ready to learn. n Staff support children's developing independence. They encourage children to

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need to do better?

wash their own hands and use cutlery to feed themselves. Older children carry their own meal to the table. They are supported to safely cut fresh fruit for snack. n Support of children's independence is not yet consistent. Sometimes, staff do things for children that they could do themselves, for example wiping their nose. n Leaders have high expectations of staff's practice. Leaders observe staff, and staff observe each other working with children. They share ideas on what is working well and what can be improved. Leaders use this information to plan training. This creates a culture of learning and ensures continuous improvement.

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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 further enhance the good support of children's communication and language skills by improving staff's use of questioning and extending children's thinking skills n further enhance opportunities for children to develop their independence.

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Setting details

Unique reference number 2710060 Local authority Barnsley Inspection number 10389398 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 110 Number of children on roll 119 Name of registered person Marys Little Lambs Childcare Limited

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reference number

Telephone number 01226382423 Date of previous inspection Not applicable

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Information about this early years setting

Mary's Little Lambs Staincross registered in 2023. The setting is located in Barnsley. The provider employs 31 members of childcare staff. Of these, 19 staff hold appropriate early years qualifications at level 3 and above. This includes two staff who hold level 4 and two staff who hold level 6 early years qualifications. The setting opens from Monday to Friday, all year round, excluding bank holidays. Sessions are from 7.30am until 5pm. The setting offers funded early education places.

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Inspection activities

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 Children spoke 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 The inspector spoke with the nominated individual and manager about the leadership and management of the setting. 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 a joint observation of a focused activity. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff.

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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

8 April 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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