Little Bear's In Elephant And Castle

Inspection of Little Bear's In Elephant And Castle Elephant 1, 7 Castle Square, London SE17 1EN

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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 arrive eager and happy to begin their day. They separate easily from parents, waving goodbye as they run into their base room to see their friends and join in activities. Children have strong attachments to staff. They check in regularly with them, coming over to quickly hug the leg of their key person before happily going off to play with their peers.

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The provision is good

Children are focused and engaged as they take part in activities that form part of the setting's broad and ambitious curriculum. They are curious to explore and inquisitive to learn. Babies bounce up and down with glee as they discover the different sounds instruments make as they tap them. Toddlers all sit round together unwrapping items in foil and holding up with excitement what they have discovered. Staff use this activity to develop children's vocabulary as they label the different resources found and describe its features. In pre-school, children build volcanoes out of dough, they discuss their knowledge of volcanoes, using words such as 'mountainous' and 'lava'.

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The provision is good

The support for children with special educational needs and/or disabilities (SEND) is a strength of the setting. Staff work tirelessly with outside agencies to ensure children receive the additional support they need and provision is in place before they transition to school.

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need to do better?

n Staff at the setting know children well. They speak confidently about how they record children's starting points through discussions with parents during the settling-in period. Staff use this information to build on what it is children need to learn next. Children are accurately tracked, with focus children of the week and regular observations. Children are well prepared for the next stage of their learning. n Staff are reflective and regularly evaluate how children use their base rooms, adapting them when needed to best meet the needs of children. For example, staff in the toddler room recognise children's interest in imaginative play and have developed their home area to promote this. Children spend sustained amounts of time in this larger space making each other 'banana pudding' and cakes. n Healthy lifestyles are promoted within the setting with children enjoying fresh fruit at snack times and nutritionally balanced meals brought in from an outside

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need to do better?

provider. Staff sit with children as they eat, encouraging them to try the lentil curry alongside their noodles. However, the beginning of the lunch period can be chaotic, with some children waiting for long periods at the table. Staff also do not consider the tools needed to support children to self-serve independently

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need to do better?

18 August 2025 with children trying to scoop up noodles using a spoon. n Staff help children develop their early mathematical skills. Children use their problem-solving skills to complete a colour matching activity using egg boxes and lolly sticks. Children confidently count their lolly sticks all the way up to 15. Staff expand children's knowledge of numbers by using the lolly sticks for simple addition sums. For example, staff ask, 'We had five lolly sticks, if we add one more how many do we have?' Children confidently answer six, holding their fingers up to confirm the answer. n Staff have recently benefited from attending training around supporting positive behaviour within the setting. Staff use positive language to help facilitate children's play and teach them about sharing, turn-taking and being a kind friend. However, this approach is not yet consistent in all areas of supporting children to understand behavioural expectations, for example as children run

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need to do better?

across the room or sit back to front on chairs. Staff quickly remind them to use their walking feet or to sit nicely but do not support children to understand why these rules are in place. n Partnership with parents is good. Parents speak highly of the setting and describe the staff team as warm and welcoming. Parents comment that communication is a strength of the nursery, and they feel well informed of what is happening and how they can continue to support their child's learning at home. n Staff at the setting feel well supported within their roles. Staff benefit from regular staff meetings, supervisions and appraisals that enable them to fully understand the expectations of their roles. Staff are offered regular training opportunities to support their continued professional development.

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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 organisation of lunchtimes to ensure children are not waiting for extended periods and that they have the tools needed to self-serve independently n promote children's understanding of why there are rules and boundaries in the setting so they can develop their knowledge of how to keep themselves and others safe.

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Setting details

Unique reference number 2500613 Local authority Southwark Inspection number 10414761 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 72 Number of children on roll 66 Name of registered person Little Bear's 4 Limited

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reference number

Telephone number 02073587860/02039475730 Date of previous inspection 13 September 2022

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Information about this early years setting

Little Bear's In Elephant And Castle registered in 2019. It operates from 7.30am to 6.30pm, Monday to Friday, for most of the year. There are 14 staff who work with children. Of these, 10 staff hold a qualification at level two and above. The provider receives funding for early education places for eligible children.

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Inspection activities

n The deputy manager, manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector spoke to children to find out about their time at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the head of childcare, manager and deputy manager about the leadership and management of the setting. n The special educational needs coordinator 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 a small-group activity with the manager. n The inspector spoke to several parents during the inspection and took account of

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Inspection activities

their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

18 August 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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