Little Dreamers Day Nursery

Inspection of Little Dreamers Day Nursery Wolfe Lodge, Farnham Road, Bordon, Hampshire GU35 0NH

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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 develop strong relationships with staff, who know children's routines and interests well. Children enjoy their time at the nursery and become confident and independent learners. Staff help children develop good social skills. Children make friends and play cooperatively, as they help one another to share favourite toys. Staff teach children the importance of adapting their play to take account of the differing needs of their friends. For instance, as toddlers practise moving along the low-level beam, they manoeuvre around their friends and change direction to give them space to cross. Children's behaviour is good.

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The provision is good

Leaders understand the importance of developing communication and language skills for all children, including children with special education needs and/or disabilities (SEND). Children have wide access to books, and staff sing nursery rhymes. Children quickly join in with their favourites. Children choose books and sit with staff, who use these times to build on children's speaking skills. For instance, children point out 'mummy elephant' and search for where 'daddy' is hiding, as they excitedly point out, 'Here he is!' Where older children need additional support with speaking, staff use strategies such as language boards to support children's understanding and enable them to express their needs. Staff have high expectations for all children, which supports the good progress they make from their starting points.

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need to do better?

n Leaders and staff are highly committed in supporting children with SEND. Staff work closely with parents and other professionals involved with children's care to promote shared strategies. Staff use their conversations with parents to work towards achievable goals for children. Any additional funding the nursery receives is used to support children's individual needs. Children with SEND make good progress alongside their peers in a supportive and inclusive environment. n Children benefit from plentiful opportunities to play outdoors. For instance, during garden play toddlers quickly find ride-on cars and tractors as staff teach them how to use their feet to propel themselves. Children learn how to push pedals to move tricycles, as staff offer praise and encouragement. Older children practise playing football as they kick balls to each other. Children develop essential core strength, balance and coordination throughout their active play.

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need to do better?

n Staff plan and provide activities that motivate children to learn. For instance, children practise moving 'chicks' into their home using tweezers. Toddlers learn how to manipulate tools to move them, persisting when activities are more challenging. Staff teach children that houses chickens live in are called 'coops'. However, at times, staff's understanding of what children's next steps in learning are is not fully embedded. Consequently, some activities are not fully tailored to

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need to do better?

14 April 2025 what children need to know or to be able to do next to build on the good progress they make. n Staff place a strong focus on children's personal, social and emotional development. They understand the importance of children developing skills for life, such as independence, confidence and kindness. Staff are good role models in their interactions with children. They offer praise and encouragement, and children develop a 'can-do' attitude to learning. These skills lay good foundations for future learning, including school, when the time comes. n Staff encourage and support children's independence through daily routines, such as pouring their own drinks at mealtimes and tidying away toys as they get ready to go outside. Overall, transitions between activities and daily routines run smoothly. However, at times, routines for younger children are not as well thought out, such as before mealtimes. This means that some children are not

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need to do better?

sure what is expected of them and others become disengaged in their learning at times. n Leaders and staff establish secure partnerships with parents. Parents report that they are happy with the progress their children make at the nursery and value the kind and caring staff. Daily conversations with staff help parents know what children's daily activities are. Staff offer advice and support, including around children's sleep and toilet training, to help support learning at home. n Staff have supervision sessions with leaders to support them in fulfilling their roles and responsibilities. Staff say that they enjoy working at the nursery. They feel valued in their roles, as leaders recognise their work and achievements and celebrate these as a team.

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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 support staff to plan and implement clearer learning intentions for children so that their teaching is consistently focused on what they want children to learn next n strengthen transition times during the day to ensure that routines are well structured and consistently meet the needs of all children.

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Setting details

Unique reference number 2765479 Local authority Hampshire Inspection number 10396856 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 52 Number of children on roll 64 Name of registered person Little Dreamers Day Nursery Ltd

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reference number

Telephone number 01420629333 Date of previous inspection Not applicable

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Information about this early years setting

Little Dreamers Day Nursery registered in 2024. The setting employs 16 members of childcare staff. Of these, nine hold appropriate early years qualifications. The nursery is open from 7.30am to 6.30pm, Monday to Friday, all year round. The nursery provides government funded early education for eligible children.

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Inspection activities

n The children spoke with the inspector during the inspection. n Parents shared their views of the setting with the inspector. n The manager joined the inspector on a learning walk and talked to the inspector about the curriculum and what they want the children to learn. n The inspector and the manager carried out a joint observation of a group activity. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this is having on the children's learning. n Staff spoke to the inspector about how they support children with SEND. 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

14 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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