LITTLE LEARNERS CALSHOT LIMITED

LITTLE LEARNERS CALSHOT LIMITED

Unique reference number (URN): 2768404 Address: Calshot Primary School, Calshot Road, Birmingham, B42 2BY Type: Childcare on non-domestic premises Registered with Ofsted: 27/02/2024 Registers: EYR Registered person: LITTLE LEARNERS CALSHOT LIMITED

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Staff promote children's positive behaviour by reinforcing routines, using calm communication and encouraging 'kind hands'. They recognise children's achievements through praise, stickers and by awarding them with 'star of the day'. This helps to motivate children. Children follow routines well. For example, they line up at the wall, waiting patiently while their peers wash their hands. Staff also implement strategies that are used at home and in other provisions that children attend, to promote consistency.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children behave well and have positive relationships with staff. For example, they seek comfort, such as a hug, when they have just woken up. When leaders identify that some children are struggling to settle, or find mealtime routines hard or display challenging behaviour, they respond by arranging training to strengthen the support staff offer them. This helps to establish a positive environment for children to learn. Leaders generally work well with parents and carers to build secure relationships and promote children's attendance. When children face challenging circumstances at home, leaders work closely with external agencies. They share children's next steps with families to help maintain children's progress, positively contributing to a smooth return to the setting.

p.2

Inclusion Expected standard

Staff create a baseline assessment to find out about children from their parents and carers and carry out observations. This helps them to identify those children who may benefit from additional support. Children with special educational needs and/or disabilities (SEND) are fully included in the daily routine. For example, key persons provide one-to-one support and encourage children to take responsibility for tasks, such as putting away their drinks and washing their hands alongside their peers. This promotes their inclusion. Staff work closely with external professionals, including local authority coordinators, to ensure that children receive the support they need. They use strategies, such as sensory activities, visual supports and adapted games, to ensure that children can fully participate. For children who face barriers in their learning, leaders collaborate with parents and professionals to improve

p.2

Inclusion Expected standard

their situations. This includes providing opportunities for children to extend their learning when away from the setting.

p.2

Inclusion Expected standard

Leaders use funding to employ a weekly sports coach, providing children with physical activities that support their wellbeing, fitness and readiness for school. They arrange for a French teacher to visit the setting to support children's language growth. This particularly benefits those children whose first language is French. Staff have completed targeted training to strengthen inclusive practice, which helps them identify children's needs at an early stage. They use sign language and visual supports to communicate with children with SEND and those who speak English as an additional language to ensure they can participate fully. Leaders target funding effectively to strengthen children's learning.

p.2

Achievement Needs attention

Inconsistent interactions between staff and children affect how well children are prepared for the next stage of learning. When interactions are not consistently high quality, children have fewer opportunities to develop important skills, including communication and language.

p.3

Achievement Needs attention

Children do make progress from their starting points. Children with special educational needs and/or disabilities develop independence by learning to do things for themselves, such as washing their hands and putting paper towels in the bin, which builds on their confidence and understanding of self-care. Children participate in group times, with staff support provided for those who need additional help to engage.

p.3

Achievement Needs attention

Older children confidently select familiar books and talk about the plot, demonstrating that the stories staff read and explore with them have a positive impact on their learning. They speak confidently in a group and talk about past experiences, such as when Santa came to their house.

p.3

Children's welfare and wellbeing Needs attention

Risk assessment procedures are not consistently effective, resulting in garden checks not always being completed before children go outside. When checks do occur, staff sometimes fail to identify hazards, such as litter, hanging wires and large amounts of broken plastic, including toys, lids and plant pots. This does not help to protect children. However, when hazards are reported to leaders, they act promptly, closing off areas so that children cannot access them.

p.3

Children's welfare and wellbeing Needs attention

Staff establish secure and responsive relationships with babies and children, which helps them to feel safe and confident to express their emotions. They respond sensitively during transitions, such as when children wake from sleep, and talk calmly with children about their behaviour to help them understand the impact of their actions on others. Staff respond sensitively to children's care needs. For example, they calmly explain the importance of nappy changes when children are reluctant. Staff encourage children to join in with others' play to help them to remain engaged in the environment. When children experience practical difficulties, staff discuss these discreetly with parents and carers and provide appropriate resources to address the issue. This ensures that children's emotional and physical needs are met. Staff provide children with opportunities to develop an understanding of self-care, personal safety and health and wellbeing. For example, they explore topics such as oral

p.3

Children's welfare and wellbeing Needs attention

hygiene, road safety and the importance of wearing seat belts. Children take part in physical activities, including yoga, music and movement and football, that support their fitness and overall wellbeing.

p.3

Curriculum and teaching Needs attention

Since the last inspection, leaders have been working closely with staff to improve practice and develop children's communication and language skills. However, some children do not consistently receive high-quality interactions from staff. For example, there are occasions when staff are disengaged, which reduces opportunities to promote children's communication and language development as well as limiting children's exposure to mathematical language and early number concepts during play.

p.3

Curriculum and teaching Needs attention

Where practice is more positive, children benefit from purposeful interactions. Staff model key vocabulary and encourage children to recall stories and past experiences. For instance, staff invite children to join in with familiar stories, such as 'huffing' and 'puffing' to blow the house they have built down. They use open-ended questions and extend children's language effectively. For example, they introduce the words 'rock pools' when discussing crabs at the beach. Staff carry out baseline assessments, observations and progress checks. They adapt their teaching for children with special educational needs and/or disabilities based on ongoing assessment.

p.4

Curriculum and teaching Needs attention

When children attend more than one setting or specialised groups, staff gather information about what they are learning to build on this at the setting. They provide children with opportunities to strengthen their physical skills by encouraging them to colour pictures and use a range of tools to manipulate play dough. Children develop their social skills as staff encourage them to build relationships with one another. For example, they encourage children to work together to build a house, share and take turns. Leaders and staff have high expectations for children with special educational needs and/or disabilities, which is evident in the positive experiences these children receive.

p.4

Leadership and governance Needs attention

Leaders do not have a secure enough oversight of the setting's operations. For example, garden checks are not always completed before children go outside, and when they are, they are not consistently carried out to a high standard. Staff do not always provide children with high-quality interactions, meaning that, at times, children have limited opportunities to engage in deeper levels of learning, which restricts what they can achieve. When leaders receive complaints, they do not follow what is clearly stated in their policy. As a result, key decisions, strategies and outcomes, including advice from other agencies, are not recorded. This means that there is insufficient documentation to demonstrate actions to Ofsted.

p.4

Leadership and governance Needs attention

Since the last inspection, leaders have taken some action to improve staff practice and have made changes to room layouts to better meet children's needs. Although leaders have been working with staff to improve communication and language practice, they recognise this as a priority for further improvement. Positively, staff report that they have increased confidence and knowledge following training and support from leaders. They feel that training has positively contributed towards the support children who face barriers to their learning receive, including those with special educational needs and/or disabilities. Leaders support staff wellbeing and manage workload effectively. They use supervision to identify and address pressures, set clear expectations around communication to reduce out of hours demands, and respond sensitively to issues that may affect staff confidence.

p.4

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

Risk assessment procedures are in place, but staff do not always follow them consistently. Some staff do not fully understand what constitutes a potential risk and, therefore, do not always remove hazards when checking the garden. This does not help to protect children. However, when risks are pointed out, leaders act quickly to reduce hazards, preventing minor accidents. There are times throughout the day when children do not experience purposeful learning. For example, while waiting for personal care routines to be completed, children take part in activities that do not always offer opportunities to build on their learning. During these times, children do not consistently receive high-quality interactions from staff. This limits opportunities for children to develop their communication and language skills. This hinders children's overall progress from their starting points. Although the setting has a

p.5

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

clear complaints policy, leaders do not always follow it when concerns arise. This creates a risk that issues affecting children may not be addressed thoroughly.

p.5

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

Children with special educational needs and/or disabilities (SEND) benefit from high levels of targeted support from their key person. Their day is structured yet flexible, allowing them to explore the environment safely and join in with group activities. Children with SEND build independence, learn to understand routines and engage meaningfully with both their peers and the learning opportunities around them. Children receive caring and responsive support from staff, which meets their emotional and personal care needs effectively. For example, staff settle younger children by offering them a cuddle and overseeing their play. This promotes children's happiness. Children feel secure and confident to engage in their learning, which naturally promotes their good attendance. Older children enjoy sharing their experiences with others, such as talking about the stories that they like to explore at the setting.

p.5

Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

p.5

Address:

Calshot Primary School Calshot Road Birmingham B42 2BY

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: LITTLE LEARNERS CALSHOT LIMITED

p.6

About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, the designated safeguarding lead, children and parents and carers during the inspection.

p.6

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.

p.6

About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:45

p.6

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

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.

p.7

Needs attention

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

p.7

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8