Littleworld Day Nursery

Littleworld Day Nursery

Unique reference number (URN): 110169 Address: 47 Weyhill Road, Andover, Hampshire, SP10 3AN Type: Childcare on non-domestic premises Registered with Ofsted: 21/05/1999 Registers: EYR Registered person: Littleworld Day Nurseries Limited

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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 and staff know children very well. They gain key information about children's needs from parents and carers when they start. Key persons build positive relationships with children. They are available to offer cuddles and reassurance when they wake from sleep. Consequently, children feel very safe and secure in their surroundings.

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Children's welfare and wellbeing Strong standard

Staff provide an environment that is carefully adapted to meet the needs of all children, including those who face barriers to their learning and wellbeing. Children have many opportunities for outdoor play, and this helps to increase their physical skills.

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Children's welfare and wellbeing Strong standard

Leaders have implemented changes following the introduction of the nutrition guidance. This helps to ensure that meals are broad and balanced. Staff support children to take responsibility for their own personal safety. For example, at mealtimes, they encourage children to sit appropriately to prevent any accidents.

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Children's welfare and wellbeing Strong standard

Staff sensitively wipe children's noses and encourage even the youngest children to clean their faces and hands after mealtimes. Older children know the importance of washing their hands after using the toilet and before meals. The embedded routines help children to consistently develop long-lasting healthy habits as they progress through the nursery.

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Children's welfare and wellbeing Strong standard

Staff work very well with children to develop a secure sense of emotional wellbeing. For example, they recognise when there could be an over-stimulus in a room and take action to provide small-group activities if children become overwhelmed.

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Inclusion Strong standard

Leaders embed an highly inclusive culture. Well-trained and experienced staff value every child and swiftly identify their individual needs. They work extremely effectively with other agencies to ensure that all children receive the support they need on time. This includes partnership working health visitors and speech and language therapists. This helps to ensure a joined-up and consistent approach to planning for children's learning.

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Inclusion Strong standard

Staff implement effective strategies to ensure that all children, including those with special educational needs and/or disabilities and who speak English as an additional language,

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Expected standard

make significant progress from their starting points. For example, staff wear visual timetables with clear symbols which children instantly recognise and respond to.

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Expected standard

Staff monitor children's progress through regular observations and assessments to ensure children continue to develop. Leaders use early years pupil premium funding very effectively. They have enhanced the sensory room to provide additional resources for individual and small-group activities to support children's emotional development. Leaders work consistently well with children's social care colleagues. This helps to ensure that all children feel safe and secure and are well always very well supported. Targeted professional development with partner agencies enables staff to provide the right support and environment to enable all children to thrive in this nursery.

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Leadership and governance Strong standard

Leaders demonstrate consistently high standards to create and sustain high-quality provision for all children, including those that face barriers to their learning. They have an excellent vision for the nursery and constantly reflect on their practice. Since the last inspection, leaders and staff have reviewed and enhanced their school readiness programme for pre-school children. This helps to ensure that older children are well prepared for the next stage in their education. Leaders use improved supervision sessions to identify staff's strengths and areas for development. They provide access to a variety of individual and group training opportunities to further develop staff's knowledge and skills.

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Leadership and governance Strong standard

There is a a positive culture of mental health support and signposting to online services. Consequently, staff report they have a manageable workload, their wellbeing is supported and they feel valued in their work. Effective systems for monitoring and assessment help staff to ensure they provide the appropriate level of support for children to make steady progress. Staff identify gaps in children's learning quickly and initiate interventions. Regular discussions and meetings with those responsible for governance hold leaders to account. This helps to ensure effective support for disadvantaged children and those who face other barriers to their wellbeing is at the heart of the nursery provision.

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Achievement Expected standard

All children make steady progress from their starting points. Generally, children make consistent progress in their communication and language development. They show positive attitudes towards their learning. For example, younger children enjoy sharing their 'pizzas' with staff in the role-play area. Older children focus as they build a bridge in the construction area for 'The Gruffalo' and concentrate as they place jigsaw pieces in the inset puzzles. They excitedly share their achievements with the staff. Children are well prepared for the next stage in their learning as they have gained the confidence and independence skills they need to enable them to thrive in their development.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations for all children's behaviour, which they consistently reinforce. Children behave well. Relationships between children and staff are secure and they interact effectively together. Children form trusted attachments with staff, which helps them to feel safe. Staff regularly use praise to recognise and value children's achievements. Routines and transitions are clear. Staff conduct headcounts in the pre-school room following transitions and include children in this activity. Children demonstrate they are familiar with the routine through their active engagement.

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Behaviour, attitudes and establishing routines Expected standard

Staff recognise children's individual ages and stages of development. They use visual timetables and Makaton to effectively help all children. This supports children to understand the routines. Staff are positive role models and encourage turn taking through games and activities, which helps to enhance children's personal and social development.

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Behaviour, attitudes and establishing routines Expected standard

Leaders place a strong focus on children's attendance and punctuality. They explain this expectation to parents and carers at registration. Leaders work effectively with parents and other agencies to understand and provide support to overcome any challenges to children's attendance. This also helps to support children to develop positive attitudes to learning.

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Curriculum and teaching Expected standard

In the baby room, staff promote babies' communication and language extremely well. Even the youngest children use Makaton to sign and benefit from strong interactions with staff. However, there is a minor inconsistency in the two-year-old age group where staff do not always give children the opportunity to communicate effectively. Staff have not considered the impact of the use of dummies on children's communication and language development. This does not ensure this area of learning is as consistent as it could be.

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Curriculum and teaching Expected standard

Leaders have a thorough knowledge and understanding of the curriculum. They have made recent changes to enhance their planning and learning intentions. Leaders are driven and strive to provide the best possible opportunities for the children in their care. They work with staff to drive forward improvements and listen to their views and opinions which are considered when designing the curriculum delivery. There is a strong focus on developing children's personal, social and emotional development through small group work with key persons. Staff prioritise physical development and children have many opportunities to enhance their gross motor skills.

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Curriculum and teaching Expected standard

The curriculum is sequenced as the children move through the nursery, building on children's prior learning. Staff use their observations and assessments of the children to inform their planning. This helps them to tailor their teaching to meet the needs of children based on their starting points, needs and stages of development. Staff have clear expectations regarding what they want children to know and do before they move to the next age group.

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

Children arrive happily to the nursery. New starters who may be unsettled receive support from familiar faces. They receive the time they need to adjust to the unfamiliar surroundings. Children establish secure attachments with their key persons, which helps them to feel safe and secure.

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

Overall, children progress well in all areas. Staff particularly embed communication and language in the youngest age range. Babies and toddlers confidently join in 'What is in the bag' activities. They choose what they would like to sing from the pictures or objects they retrieve. Later, they confidently use Makaton to sign that they would like the activity again. Staff happily follow their interests and repeat it. This helps to develop children's independence and early mathematical skills as they join in the counting songs and follow the instructions.

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

Staff promote children's independence well, encouraging them to put on their coats and boots for outdoor play. Children show excitement as they welcome their dance and exercise leader. They quickly follow the instructions and join in the physical activity. Children enjoy counting as they transition from outdoors to indoors. This helps to develop their confidence as they share their mathematical skills and knowledge.

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

Leaders promote an inclusive environment. Carefully planned activities ensure that all children, including those with special educational needs and/or disabilities and children who speak English as an additional language, make positive progress from their starting points. Staff have high expectations for children's behaviour. They help children to develop the social skills to be able to take turns and play alongside their friends.

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

Parents and carers are incredibly positive about the nursery staff. They report that staff champion their children and are advocates for them. Parents comment that staff have a vital role in their children's development. They receive regular updates and value the extra activities staff arrange for parents to learn more about the children's learning and development through stay-and-play sessions.

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Next steps

Leaders should consistently focus on supporting children's communication and language development in all age groups.

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Address:

47 Weyhill Road Andover Hampshire SP10 3AN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Littleworld Day Nurseries Limited

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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, staff, the special educational needs and/or disabilities coordinator, parents and carers and children 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

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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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