Little Doves Nursery & Preschool Ltd

Little Doves Nursery & Preschool Ltd

Unique reference number (URN): 2822367 Address: Parkvillage Education Centre, (Aladdin's Education) Cannock Road, Wolverhampton, WV10 0RA Type: Childcare on non-domestic premises Registered with Ofsted: 31/03/2025 Registers: EYR Registered person: Little Doves Nursery & Preschool 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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Achievement Expected standard

All children, including those with special educational needs and/or disabilities or with any barriers in their learning, make continuous progress in their development. They are well prepared for the next stage of their learning, including school. Children develop their independence, as they learn how to self-serve and feed themselves. In addition, children learn how to dress and undress themselves throughout the day.

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Achievement Expected standard

Children develop their language skills well. They are confident communicators who are able to express themselves and make their wishes known through using gestures, speaking single words or full sentences. Children develop their perseverance as they explore with puzzles or construction equipment. They show a willingness to get engaged and have their own ideas. Children learn how to manage their own health, such washing hands to remove germs. They develop an understanding of how to look after their bodies through making healthy food choices and staying hydrated as they help themselves to water. Children learn new skills, such as climbing. They learn to use the steps and ropes to help move themselves up the play equipment outside.

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Behaviour, attitudes and establishing routines Expected standard

Staff give children lots of time and space to complete tasks and activities for themselves. Children develop their concentration skills well during this time. Staff are on hand to provide children with support where this is required. Children show high levels of pride when they accomplish tasks for themselves. This includes them clapping their hands and saying 'yay'. Children generally show an eagerness to get engaged. They have lots of opportunities to interact and play with or alongside their peers and with staff. Children develop their social skills during this time as staff remind them to share and take turns.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have clear procedures in place to monitor children's absence. Parents know that they must report their child's non-attendance to leaders swiftly. Leaders and staff make contact with parents to find out any reasons for absences when this is required. Staff provide children with high levels of care, comfort and love. They use the child's interests and distraction well when children become unsettled. Staff are very positive role models to children. They praise children for what they do well. Staff quickly remind children of the rules. Children typically behave well. However, some staff do not fully support children to understand why they should not do something. Consequently, there are times where some undesired behaviours are repeated.

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Children's welfare and wellbeing Expected standard

Staff talk to children about the importance of maintaining their health and hygiene. They teach children how to wash their hands correctly to remove any germs. Children are provided with a range of healthy and balanced meals, which they enjoy. Staff talk to children about what their bodies need, including rest, water and healthy food. Children get lots of opportunities to play outside and get fresh air. Staff talk to them about how to stay warm while outside. Children enjoy movement and music sessions inside. They join in with the actions to familiar rhymes.

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Children's welfare and wellbeing Expected standard

Children have developed strong bonds with the staff who care for them. Children who have recently started at the setting show their confidence with staff as they seek them out. This includes children with little or no language who use gestures with staff to make their wishes known. Staff quickly identify and respond to children's individual needs, for instance if children become upset or when they are tired or hungry. Staff support the children to learn about their emotions and their feelings. However, at times, some children's behaviour starts to disrupt other children.

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Curriculum and teaching Expected standard

Leaders have designed a sequenced curriculum. It covers all areas of learning. Leaders have a clear understanding of each staff's teaching practice. They identify methods to help improve further the quality of teaching children receive. Staff use stories, books and rhymes to help develop children's language skills. They read and sing with lots of animation, expression and excitement. This helps to keep most children's interest. Younger children attempt to sing along to familiar songs. Older children eagerly explain what is happening in the story from looking at the pictures. In addition, children have lots of opportunities to develop their mathematical knowledge. For instance, younger children learn about space as they attempt to fit puzzles into the right places. Staff provide them with tips until they are successful. Older children learn about 'full' and 'empty', and 'more' and 'less' as they explore

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Curriculum and teaching Expected standard

Staff plan an array of adult-led and child-initiated learning experiences for children to access, both inside and outdoors. They plan these based on children's interests and next steps. Leaders ensure that the learning environment is accessible to all children, including those with special educational needs and/or disabilities. This helps to ensure that all children continue to thrive in their development. Children have plenty of opportunities to develop their physical skills, such as climbing and running. They also play cooperatively with each other and staff during free play. On the whole, staff teach children well. However, there are occasions where some learning experiences are not delivered at the right level. For instance, some children achieve tasks with ease or find it slightly too challenging.

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Inclusion Expected standard

Leaders and staff have a clear understanding of each child's needs and development. This includes any child who has recently started at the setting. Consequently, children with special educational needs and/or disabilities (SEND) make progress in their learning from their starting points. Leaders take proactive steps to identify and remove any barriers to children's learning. This includes making changes to children's hours, in order to improve their attendance. Leaders swiftly identify children's emerging or changing needs. Staff continue to monitor and assess children's development to identify any gaps and to set targets for children to achieve. They work closely with parents and make referrals to other professionals. This helps to ensure that children with SEND, or those with any barriers to their learning, receive the early help or specialist intervention they require. Children who are known or were previously known to children's social care receive effective

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Inclusion Expected standard

support from staff. Staff monitor the impact of any plans that have been developed to support children and make changes as required. They attend all meetings and gather or share key information with parents and other professionals. This helps to ensure that children are kept safe and receive the support and consistency they require. Staff receive training and support from leaders and gain advice and tips from other professionals about how to support specific children with SEND. However, there are occasions during large- group times where some of the strategies shared with staff are not consistently implemented in practice. This impacts on children's level of engagement during these times.

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Leadership and governance Expected standard

Leaders know their setting's context well. They work closely with parents and carers to identify any individual needs they or their children have. Leaders then put support in place to meet these needs. They ensure that all parents are kept informed of their child's development, progress and ways they can support their child at home. In addition, leaders and staff share key information with other professionals or settings that children attend. This helps to ensure that children receive the consistency they require.

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Leadership and governance Expected standard

Leaders ensure that all staff have a clear understanding of the setting's policies and procedures. In addition, staff understand their roles and responsibilities. Leaders prioritise staff's wellbeing and monitor their workload well. They offer staff a range of training, which helps to keep their knowledge and skills up to date. Leaders have an understanding of the setting's strengths and areas that could improve further. They carry out regular supervisions with staff and they monitor staff's practice closely. Leaders have taken steps to provide staff with specific training, coaching and support to help develop their teaching skills further. This needs to continue to ensure that all children consistently benefit from the curriculum on offer.

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

All children, including those who have recently started at the setting, are happy and settled. Staff are attentive to them and provide them with high levels of care, love and comfort. This helps to support children to settle quickly when they are unsettled. Children confidently seek staff out for help when this is required. Staff work well in partnership with parents and other professionals. They find out key information about children before they start at the setting. This helps them to get to know children's needs and development swiftly. Staff use this information well to help determine when children require early help and/or intervention.

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About this setting

Unique reference number (URN): 2822367 The curriculum is varied and ambitious. Staff use children's next steps to plan a range of learning experiences for children to access, which children enjoy. Overall, children show an eagerness to become engaged. They make progress in their development from their starting points. Staff support children to develop their knowledge of numbers and shapes through a range of puzzles, songs and rhymes. Children thoroughly enjoy sensory experiences, such as paint. They learn about colours and how these mix together.

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About this setting

Children are confident and independent learners. They have lots of space to try and complete tasks for themselves. Staff support them to play alongside, and with, their peers. Children make their wishes known through words or gestures. Staff are responsive to children. They model language well. Staff support children to develop their speech through asking open-ended questions. Staff give children lots of space and time to answer questions.

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Next steps

Leaders must ensure that all staff consistently implement the strategies given to them from other professionals, in order to maximise the support children with special educational needs and/or disabilities receive. Leaders should support staff to ensure that all learning experiences on offer to children are tailored to suit each child's age and/or stage of development. Leaders must ensure that all staff support children to understand the rules and boundaries in place and learn what is expected of them.

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About this inspection

The inspector spoke to leaders and staff 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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Address:

Parkvillage Education Centre (Aladdin's Education) Cannock Road Wolverhampton WV10 0RA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Doves Nursery & Preschool Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:00

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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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