Little Hands Daycare Bromsgrove

Little Hands Daycare Bromsgrove

Unique reference number (URN): 2747350 Address: 2 Chapel Street, Bromsgrove, B60 2BQ Type: Childcare on non-domestic premises Registered with Ofsted: 08/09/2023 Registers: EYR, CCR, VCR Registered person: Little Hands Daycare Group Ltd

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Children's welfare and wellbeing Strong standard

Leaders prioritise the welfare and wellbeing of children who attend the nursery. They ensure that all staff have an excellent knowledge of the children who attend and how they can best support each child as an individual. Leaders and staff are highly responsive to each family's needs and circumstances and ensure that they offer unique guidance and support wherever it is needed.

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Children's welfare and wellbeing Strong standard

Children are consistently supported to make healthy choices. They are offered a variety of nutritious meals and snacks and have access to fresh drinking water throughout the day. Children are motivated to peel their own fruit and feed themselves using cutlery. Staff are attuned to children's individual needs. They recognise when children need to rest and provide well-structured sleep routines that promote their health and emotional wellbeing. Children confidently manage their personal care needs and become increasingly independent in wiping their own noses, understanding the need to wash their hands afterwards.

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Children's welfare and wellbeing Strong standard

Children delight in taking part in regular outdoor learning, where they are highly motivated to explore and investigate. They build on their skills at balancing on stepping stones and use paintbrushes to make marks on the easel. Children confidently use magnifying glasses to look for bugs, remembering the time that they used them to explore butterflies in the summer.

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Inclusion Strong standard

The nursery team members get to know children very well. They develop excellent relationships with children and families, which helps them to learn children's individual needs right from the start. Staff consistently make adaptations to their practice to ensure that children receive appropriate interventions. This means that children with special educational needs and/or disabilities thrive. Leaders use additional funding effectively to enhance the number of staff in rooms. This means that children receive high levels of support and interaction.

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Inclusion Strong standard

Leaders create learning packs that are shared with families. For example, children take home nursery rhyme bags to share the rhymes that they have been learning in nursery.

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Expected standard

Parents are invited into the nursery to learn how to use these resources effectively with their children. Staff work very closely with parents and other professionals to ensure that they cater for children's precise needs in collaboration with others. This allows them to work towards specific targets that contribute to children's overall development.

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Expected standard

Leaders promote a culture of continuous professional development to ensure that staff continue to meet the needs of individual children. All new staff are provided with bespoke training to understand the needs of children in their designated rooms. As a result, parents are confident that their children are safe and well cared for.

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Leadership and governance Strong standard

Leaders have an excellent understanding and oversight of the nursery's context. They are fully aware of the development needs within the nursery and work together to prioritise actions for improvement. New staff at the setting have settled in very well and each has a bespoke induction plan in place. Experts within the organisation work with staff to offer enhanced training and mentoring of skills.

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Leadership and governance Strong standard

Staff speak positively about the professional buddy system that provides them with a linked member of staff to support their individual growth and development. This encourages partnership working across the nursery and contributes to improving the overall quality across the provision. Regular supervision and feedback opportunities instil a culture of continuous improvement in the nursery and staff have a robust understanding of their personal priorities for development. Leaders instil a culture of high expectations, which are shared amongst the team. They offer recognition and praise for staff. This promotes the ongoing wellbeing of the team.

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Leadership and governance Strong standard

Leaders promote the importance of consistently strong partnerships with parents. This ensures opportunities for children to thrive in a collaborative environment where staff share key information with parents about children's development and transitions. Leaders offer regular opportunities for parents to visit the setting and share their practice. For instance, leaders share ideas about communication and emotion coaching. This enhances consistency for children by offering a shared approach to their learning.

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Achievement Expected standard

Children develop a love of learning and access a variety of learning opportunities that build on what they already know and can do. They become independent, for example, serving their own meals at lunchtime. When they start in the pre-school room, children begin carrying their food to their table. This helps to develop skills that will prepare them for their move to primary school.

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Achievement Expected standard

Children make secure progress with their communication and language development. They learn how to communicate in a variety of ways and quickly begin to develop their vocabulary. Children with special educational needs and/or disabilities make secure progress, benefiting from small-group or one-to-one activities where they can focus specifically on working towards their unique targets.

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Achievement Expected standard

Overall, children enjoy the activities on offer and join in enthusiastically. However, at times, they become distracted due to the organisation of their learning environment. This does not fully support them to develop their concentration.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote a positive behaviour culture throughout the nursery. They teach children to understand how they are feeling and how to manage their emotions. Children are caring and kind towards one another and are developing their skills at sharing and compromise. Children have warm, trusting relationships with their key person and other members of the team. They demonstrate this in their confidence to share any concerns or upset with members of the team. Staff offer praise for children's achievements and share in children's personal celebrations.

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Behaviour, attitudes and establishing routines Expected standard

Although the organisation of the learning environment does not always support children's concentration as well as possible, overall, they develop positive attitudes to learning. When they are not distracted, children focus for extended periods at activities. For instance, they enjoy building and balancing wooden spools, taking their time to carefully stack them, before pushing them over. Other children enjoy exploring mirrored spheres, exploring positional language as they move them over, under and through equipment. Staff are working together to build on opportunities and experiences for children to extend their concentration. This includes enhancing and sharpening routines to promote smooth transitions between activities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders invite parents into the nursery to share information about how they support positive behaviour. Leaders work closely with families to share the importance of regular attendance and punctuality in helping children to develop consistency in their routines.

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Curriculum and teaching Expected standard

Staff understand how children learn and have high ambitions for children's learning and development. Communication and language development is a key focus in this nursery. Children are immersed in a communication-rich environment. Each child is encouraged to communicate in a variety of ways that are developmentally appropriate for their individual needs. Staff use Makaton signs and gestures alongside language to support children's understanding of language. Young children confidently use speech, and they sign together to say 'please' and 'thank you'. Staff engage children in active story times, where they pause for children to finish sentences. Books are recognised as a vital learning resource and these are shared with parents through use of the lending library.

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Curriculum and teaching Expected standard

Leaders recognise the vital role that physical development plays in children's learning. They work closely with the team to ensure that children's physical needs are met in each room. For instance, climbing apparatus is used both indoors and outdoors to offer children those necessary opportunities to stretch their limbs and explore ways of moving. Children take part in a variety of activities that enhance their mathematical skills. They explore the numbers written on birthday cards and join in a variety of number rhymes. This supports children to develop a deep understanding of numbers in the environment.

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Curriculum and teaching Expected standard

At times, the organisation of the learning environment is not fully effective in helping children to remain focused, as they become distracted on other activities. This means that children sometimes lose concentration, which impacts on their attention and attitudes to learning.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are happy, confident and independent in this nursery. They thrive in an inclusive environment that celebrates children's individuality and promotes equality. The nurturing team offers children warmth and encouragement. Children demonstrate excitement in sharing their experiences with others. For example, older children investigate what happens when they mix liquids. They delight in exploring that oil and water do not mix and explain to staff that the oil floats on top of the water.

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What it's like to be a child at this setting

Staff are excellent role models. They promote kindness and respect for others and teach children how to use good manners. Children learn how to share with their peers and are respectful towards nursery resources. Children in the baby room know how to tidy up resources before they move on to their next activity.

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What it's like to be a child at this setting

All children, including those with special educational needs and/or disabilities, make expected progress from their starting points. Staff make excellent use of assessment opportunities to identify when children require additional support. They take swift action to communicate with parents about any concerns and work together to reduce barriers to children's learning.

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What it's like to be a child at this setting

Children demonstrate pride in developing their independence. They learn how to put on their own coats before going outside and pour their own drinks at mealtimes. Children confidently climb up steps to reach the changing table and understand the importance of washing their hands afterwards.

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What it's like to be a child at this setting

Children develop positive relationships with staff and their peers. They receive carefully planned transitions to their new rooms that provide them with reassurance and time to adjust to change. This helps them to settle well and feel safe.

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What it's like to be a child at this setting

Leaders promote the benefits of children attending regularly. They work with parents to overcome potential barriers to regular attendance, recognising family needs and offering targeted support. This helps children to develop a sense of belonging.

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Next steps

Leaders should strengthen the organisation of the learning environment to help staff maintain children's focus and attention on learning experiences.

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Hands Daycare Group Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, the nominated individual and parents during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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