Little Robins Day Nursery

Little Robins Day Nursery

Unique reference number (URN): 2803559 Address: 29 Stamford Street, Glenfield, Leicester, LE3 8DL Type: Childcare on non-domestic premises Registered with Ofsted: 11/09/2024 Registers: EYR Registered person: Little Robins Day Nursery 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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Achievement Expected standard

All children make progress from their starting points and are well prepared for the next stage in their education. Children are confident communicators, using both verbal and non-verbal methods to express their needs and thoughts. This includes children with special educational needs and/or disabilities. Older children use a broad vocabulary to describe what they are doing and to share their ideas with others. Younger children recall familiar words as they join in with favourite songs. Children develop small-muscle control and coordination as they make models with construction toys and fit pieces into jigsaw puzzles. They learn to problem-solve as they test out different shapes and turn pieces around until they fit.

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Achievement Expected standard

Children demonstrate independence as they put on coats and shoes to go outside. Younger children learn to use wipes to clean their hands and faces after eating. All children develop essential skills that prepare them well for their transition on to school.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well in response to the high expectations consistently promoted by staff. Children are kind and respectful to one another. They willingly share resources and take turns when playing games together. Staff are good role models and encourage children to look after the environment so everyone can enjoy it. Children work collaboratively to tidy away equipment, and beam with pride when staff acknowledge and praise their efforts. Leaders give high priority to attendance and work closely with parents to ensure all children gain the most from the activities and experiences provided.

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Behaviour, attitudes and establishing routines Expected standard

Children feel safe and secure as they know what to expect and are encouraged to express themselves and freely explore their surroundings. This helps to foster children's confidence and independence. Transition times are carefully supported, such as when children get ready to go outside. However, at times, some routines are less effective in supporting children's care needs. For example, when staff are busy with other duties, babies have to wait for staff to serve food. This causes some children to become upset and restless.

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Children's welfare and wellbeing Expected standard

Staff foster warm and nurturing relationships with children. Staff working with babies ensure care routines follow children's individual patterns and are responsive to their needs. They provide sensitive care when changing nappies. Children develop secure attachments to their key person. When children are tired, staff know how to soothe them and gently settle them down for their afternoon sleep.

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Children's welfare and wellbeing Expected standard

Leaders and staff actively encourage children to develop positive attitudes to leading a healthy lifestyle. Staff provide daily opportunities for children to get fresh air and engage in physical activity. They build children's confidence, so they can use the large play equipment safely and independently. Children delight in climbing and balancing; they develop their spatial awareness as they play chasing games. Older children demonstrate an understanding of foods that are good for them as they discuss which fruits and vegetables they enjoy. Leaders create weekly menus that take account of nutritional guidance for young children. This means children benefit from eating balanced meals, made using fresh produce. Leaders are aware of the impact of poor oral hygiene on children's health. They provide a wealth of information for parents to encourage them to establish consistent toothbrushing routines at home.

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Curriculum and teaching Expected standard

Leaders have designed a broad and balanced curriculum that is well sequenced and supports all children to make progress from their starting points. Staff use a range of teaching strategies, such as Makaton signing, to enable all children to participate and develop their communication and language skills. They plan to continue to develop this further to build on staffs' knowledge and understanding of implementing this in practice. Children with special educational needs and/or disabilities benefit from high-quality interactions with staff. All children delight in singing songs; they confidently express their ideas and independently select books.

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Curriculum and teaching Expected standard

Staff regularly assess and review children's progress and identify next steps for their learning. However, these are not always precisely matched to children's individual developmental needs to ensure all children receive the most appropriate support. Staff utilise the outdoor area to provide children with daily opportunities to develop their physical skills. Older children jump and climb with confidence. Babies develop stamina and coordination as they crawl and walk independently. Children show fascination in exploring number as they notice the spots on a ladybird's back. They count the spots and use words such as more and less to compare amounts. They praise one another's efforts, which boosts children's self-esteem. When playing on the large apparatus outside, children are mindful to include others in their games.

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Inclusion Expected standard

Leaders ensure that children's individual needs are carefully assessed. When children require additional support, this is quickly identified, discussed with parents and appropriate plans are put into place. Staff work closely with other professionals to ensure children with special educational needs and/or disabilities (SEND) receive the right support and make the best progress from their starting points. Parents comment that staff guide them on how to support children's learning at home.

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Inclusion Expected standard

Leaders have secure oversight of the provision and make adaptations to ensure it is inclusive for all children. For example, staff have started to implement the use of Makaton signing to support all children to take part in activities and communicate their needs. The use of Makaton signing and visual clues means all children can share their valued contributions.

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Inclusion Expected standard

Leaders ensure staff access relevant training to extend their knowledge on how best to support children with SEND or those who have gaps in their learning. Expertise is shared within the team which helps to promote the best outcomes for all children. Leaders carefully consider how to use additional funding so that children receive high levels of support and fully engage in their learning.

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Leadership and governance Expected standard

Leaders and managers have worked tirelessly with staff to address the actions raised at the last inspection. Safeguarding knowledge is now firmly embedded throughout the nursery. Safety procedures have been improved so children are protected while sleeping. Attention has been given to improving teaching practice so all children benefit from an ambitious curriculum and high-quality interactions. This has been supported through improved induction procedures, regular supervisions and ongoing training opportunities for all staff. In addition, communication with parents has been strengthened and required progress checks are completed in a timely manner and shared with parents. Leaders should now continue to monitor and identify areas for improvement that will promote the best outcomes for all children's learning and development.

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Leadership and governance Expected standard

Leaders are supportive of staff; ensuring their wellbeing and offering continuous development and training opportunities. Staff are keen to extend the use of Makaton signing throughout the nursery as they recognise this will be beneficial in supporting communication with children with speech delays, and those with special educational needs and/or disabilities. Leaders recognise and praise staff achievements. This helps staff to engage positively in their work and show commitment to helping all children to thrive and achieve the best possible outcomes.

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

Children show excitement as they arrive at nursery and are keen to join their friends in exploring the range of activities on offer. Staff warmly greet children and families. They gather important information from parents which enables them to adapt the day or routines to ensure every child's individual needs are met. This helps all children to feel settled and secure. Children develop a deep sense of belonging as they foster secure relationships with their key person.

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

Children demonstrate high levels of curiosity and exploration as they eagerly engage with activities. During outdoor play, children show fascination as they pour water and watch it cascade down pipes set at different heights. They consider how they might collect and reuse the water. They solve the problem by finding a bucket and placing it directly underneath the

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About this setting

Unique reference number (URN): 2803559 pipes. Staff involve themselves in children's play and introduce mathematical vocabulary, such as long and short, to embed children's learning.

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About this setting

Children who are in receipt of additional funding benefit from leaders and parents working together to identify activities and resources that will best support children's needs. For example, small group activities help children to gain in confidence and carefully increase their language and communication skills. Staff use gesture, Makaton signing and visual prompts to ensure all children are included and can take part. High-quality books in each room extend children's vocabularies and help to foster a love of reading.

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About this setting

Children develop a love of learning that prepares them well for school. Leaders work in close partnership with parents to ensure all children benefit from regular attendance. This helps to ensure the safety and wellbeing of children and provides children with continuity in their care to enable them to flourish and thrive.

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Next steps

Leaders should help staff to identify precise next steps for learning, to further improve the support children receive. Leaders should strengthen mealtime routines in the baby room, so children's needs are fully supported. Leaders should continue to develop strategies to monitor the provision to identify further areas of improvement that promote the best outcomes for children.

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About this inspection

The inspector spoke to leaders and managers, practitioners, a special educational needs coordinator, parents 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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Address:

29 Stamford Street Glenfield Leicester LE3 8DL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Robins Day Nursery Limited

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Address:

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

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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

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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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