Little Rascals Day Nursery

Inspection of Little Rascals Day Nursery 78 & 80 Welby Lane, Melton Mowbray LE13 0TD

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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

Children make good progress in this warm and engaging nursery. They enjoy a broad range of thoughtful experiences that support their development and foster a love of learning. In the baby room, staff sing songs while babies watch bubbles floating, encouraging early language by repeating simple words, such as pop and blow. Staff support physical development by encouraging babies to crawl, climb and stand. Outdoors, staff skilfully extend children's language and vocabulary through sensory activities. Children are challenged to find herbs in the garden to add to play dough that they have made with staff, this leads to rich conversations where staff ask, 'What does it smell like?' Children responding by saying 'my fingers smell of toothpaste', after picking peppermint. Staff encourage children to use descriptive language to describe textures, such as how a sunflower feels 'sticky'.

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The provision is good

Staff promote a love for reading throughout the age groups. Through exciting and expressive storytelling, staff capture children's attention and encourage them to contribute ideas and recall key vocabulary. Staff extend children's learning through songs, using simple sign language and sensory experiences. This promotes strong language development. Knowledgeable and caring staff support children to become confident, engaged and well prepared for their next stage of learning. During thoughtful discussions about emotions, staff model calming techniques, such as deep breathing and counting to 10. This helps children learn to recognise and regulate different feelings. During calm yet social mealtimes, staff support older children to develop independence skills by encouraging them to serve themselves, pour drinks and use cutlery. Children are guided to help their peers and are encouraged to try new foods as staff consistently praise helpful and positive

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need to do better?

n Leaders design an ambitious curriculum that builds children's knowledge and interests. Staff prioritise experiences such as forest school sessions, teaching babies simple sign language, balance bicycle lessons and cookery to enrich children's learning and development. All rooms have direct access to exciting outside areas, where children are challenged with activities, such as climbing and building sandcastles. Children are supported by staff to problem solve as they fill buckets with water and use paintbrushes to 'paint' the climbing frame. These activities help to develop children's critical thinking skills, independence and a love of learning. n Staff support children's communication and language development. During a butterfly and leaf activity, for example, a member of staff comments, 'The butterfly is on the leaf', prompting responses like, 'This butterfly is flying away.' This helps children express their ideas, build vocabulary and engage in

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need to do better?

3 July 2025 meaningful dialogue. n Staff promote healthy lifestyles by embedding messages about diet and exercise into children's everyday play and conversation. While making 'herb cakes' out of play dough, staff prompt a discussion by asking, 'Do we have a lot of cake or a little bit of cake to be healthy' and 'What else could we eat to be healthy?' This encourages children to think critically about food choices, leading to a further discussion about vegetables. n Children have a key person who knows them well and who builds strong, trusting relationships with them. The key person helps to make sure that learning is tailored to meet children's individual needs. However, when children are not with their key person, their learning is not as strongly supported as not all staff know the children as well. n Staff support children to develop self-care skills through everyday routines. For example, children are encouraged to cut fruit at snack times and use hand-held

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need to do better?

mirrors after eating to help them wipe their faces. These practices help children to manage their self-care and develop independence skills. Staff actively support children to become increasingly independent in managing their own hygiene routines. For example, toddlers are encouraged to wash their hands after nappy changes, with staff using playful language, such as 'scrub, scrub, scrub your hands', to engage and guide them. n Relationships among children, parents and staff reflect a positive and respectful culture. Staff model and reinforce kind, respectful behaviour, helping children to build strong social bonds. For example, at lunchtime, children help each other to carry their plate and cutlery to the table, demonstrating empathy and cooperation. Staff consistently promote and acknowledge positive behaviour, which supports a nurturing and inclusive environment. n Leaders have effective systems in place for the supervision and ongoing support

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need to do better?

of staff. Regular supervision meetings provide opportunities to discuss well- being, safeguarding and professional development. This is reflected in staff feedback, with staff reporting that they feel well supported. n Leaders engage effectively with children, their parents and the wider community, including schools and local services. This ensures continuity of care and smooth transitions for children as they move through the setting and on to school. For example, staff work closely with local schools, making visits and video calls to future teachers to discuss the children's development and needs. To support children's readiness for their next stage, staff encourage children to be independent by dressing themselves and to sit for story times, helping them feel confident and well prepared.

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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 share children's next steps with their immediate team so all practitioners working with the children can consistently support learning, even when the key person is absent.

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Setting details

Unique reference number EY477707 Local authority Leicestershire Inspection number 10407299 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 56 Number of children on roll 84 Name of registered person Little Nurseries LTD

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reference number

Telephone number 01664 850577 Date of previous inspection 3 January 2020

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Information about this early years setting

Little Rascals Day Nursery registered in 2014 and is situated in Melton Mowbray. The nursery employs 22 members of childcare staff. Of these, nine hold appropriate early years qualifications at level 3, two hold level 5, one holds level 6 and one holds early years teacher status. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two-, three- and four-year-old children.

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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 to the inspector about what they enjoy doing while at nursery. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 group activity. n The inspector spoke to a parent during the inspection and took account of their views.

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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

3 July 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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