Little Larks Day Nursery

Inspection of Little Larks Day Nursery Low Green, Nowton, Bury St Edmunds IP29 5ND

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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 are welcomed by warm, friendly staff as they start their day. They separate well from parents and become quickly engrossed in the inviting learning environment. All children show that they feel relaxed and safe. The trusting relationships they build with others help them to become confident learners.

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The provision is good

Staff clearly understand the aims for children's learning. They observe children to check their progress against their high expectations, then use their findings to plan ways to build further on children's knowledge and skills. Their understanding of ways to support children's learning is strong overall. Activities are planned carefully to meet the needs of children taking part. This helps to ensure that all children make good progress.

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The provision is good

Staff model and guide children's behaviour through effective teaching and guidance. Children learn how to share resources and take turns when playing with their friends. Children use words such as 'It is my turn next,' 'please' and 'thank you' in context. Strong, trusting relationships are embedded between the children and the staff. Staff teach children about their feelings, and they are encouraged to express themselves and describe what makes them happy or sad. This helps children to learn to self-regulate their emotions.

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need to do better?

n Staff respond to children's care needs effectively. They teach children about their self care needs by planning activities to support their understanding. For example, babies take part in squeezing toothpaste onto toothbrushes to clean dolls' teeth. Staff teach toddlers to take themselves to the toilet and wash their hands. Children gain good independence skills. n Staff support children's communication and language throughout the setting. They get down to babies' level as they play and make good eye contact. Babies babble away and staff respond with encouraging words, which helps to promote the early stages of communication. Older children learn more complex words, such as 'stir' and 'turn', as they engage in play in the mud kitchen. This supports them to build on their range of vocabulary. n Staff have clear learning intentions for all activities. For example, they help children to develop their hand muscles and grip while playing with dough, in

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need to do better?

preparation for learning to write. They teach children about numbers and size as children use safety knives to cut cucumbers into pieces. Children are involved in enjoyable experiences that help them to learn and remember more. At times, during adult-led large group activities some children become unmotivated and distracted, which impacts their engagement to learn. n There is a good focus on keeping children safe and healthy. Staff encourage

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need to do better?

21 August 2025 children to eat a varied diet and learn about healthy choices. For example, staff involve children in growing vegetables in the garden. They pick and prepare them for snacks. Children have daily opportunities for fresh air and exercise. Staff support children's physical development well. Children develop their large muscles as they learn to safely climb and use slides. n Staff work closely with families of children with special educational needs and/or disabilities (SEND). They monitor children's progress closely and make referrals to agencies and professionals to give children the extra support they need. They put in place achievable targets for children to work towards. Therefore, children make good progress. Parents who have children with SEND comment on the positive impact the setting has had on their children. n Parent partnerships are strong. Parents are pleased with the progress their

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need to do better?

children make at the setting. They receive regular updates about their children's learning and are aware of their children's next steps in their development. Parents comment on the effective communication and all round support staff provide to the whole family. n Leaders want the very best for the children in their care. Their reflective and proactive approach demonstrates a deep commitment to building on practice. Staff comment on the support they receive for their well-being and progress they make in their own professional development. Staff cascade information to each other after completing training courses. They work together to integrate new learning into practice. This means that the setting is always striving towards providing the best possible care and education.

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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 adapt adult-led activities more effectively to support all children to benefit from the learning opportunities on offer.

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Setting details

Unique reference number EY545741 Local authority Suffolk Inspection number 10399507 Type of provision Childcare on non-domestic premises

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Registers

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

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inspection

Total number of places 70 Number of children on roll 78 Name of registered person Little Larks Day Nursery Limited

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reference number

Telephone number 01284 761676 Date of previous inspection 4 December 2019

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Information about this early years setting

Little Larks Day Nursery registered in 2017. The setting employs 17 members of childcare staff. Of these, 16 hold appropriate early years qualifications at level 2 to 6. The setting opens from Monday to Friday for 51 weeks of the year. Sessions are from 7.30am until 6pm. The setting provides government funded early years education for all eligible children.

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Inspection activities

n The manager took the inspector on a learning walk and talked to the inspector about the curriculum and what they want children to learn. n Children spoke to and communicated 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 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 carried out a joint observation of activities with the manager. n The inspector spoke to several parents during inspection and took account of 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

21 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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