Little Acorns Day Nursery (EA) Ltd

Little Acorns Day Nursery (EA) Ltd

Unique reference number (URN): 2753074 Address: 2 Chapel Street, Crowland, PE6 0AR Type: Childcare on non-domestic premises Registered with Ofsted: 31/10/2023 Registers: EYR, CCR Registered person: Little Acorns Day Nursery (EA) Ltd

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

Children's welfare and wellbeing Strong standard

The setting maintains a consistent focus on children's welfare and wellbeing ensuring that children are safe, supported and able to thrive. Staff encourage children to develop a secure understanding of physical health and safety which helps them to make suitable choices and confidently manage risks. All meals are freshly prepared and cooked on site. Children's allergies and dietary needs are carefully monitored, ensuring safe and inclusive mealtimes. Staff proactively sit facing children during mealtimes, which promotes safe eating and social interaction.

p.2

Children's welfare and wellbeing Strong standard

Children are carefully nurtured to recognise, express and manage their emotions. Staff ask thoughtful questions and use visual cues to help children identify and recognise different facial expressions linked to emotions. Children are encouraged to talk about their feelings and seek guidance from trusted adults. As a result, they grow in confidence and are able to talk openly about their emotions. New families are supported with a care kit to recognise their wellbeing at initial handovers.

p.2

Children's welfare and wellbeing Strong standard

Physical development is promoted very well. Children climb, balance and run and demonstrate their enjoyment of outdoor play, which is closely monitored by staff. Individual routines are securely embedded. Feeding and sleeping are thoughtfully tailored to meet each child's needs. Children take increasing responsibility for their own self-care, demonstrating a clear understanding of hygiene and adopting healthy habits. They present as happy, confident and secure in their environment.

p.2

Achievement Expected standard

Children make encouraging progress overall through a broad and balanced curriculum. They engage well in planned activities, demonstrating curiosity, concentration and a willingness to keep trying. Their communication and language skills are developing effectively and are used confidently during daily routines and play, including using sign language independently. Staff understand each child's starting point and their individual needs on entry. All children are supported to make continued progress towards their next steps. Their achievements are recognised and celebrated.

p.2

Achievement Expected standard

Children move between rooms with increasing confidence, managing familiar routines and building on their existing knowledge and skills. School readiness is also a priority for the setting and parents confirm their children are prepared well. Children are developing an understanding of diversity and are learning to appreciate that everyone is unique. They demonstrate kindness and consideration towards others, for example, by waiting for their turn and offering help when someone needs support. These positive interactions support the development of effective relationships and important social and emotional skills.

p.2

Behaviour, attitudes and establishing routines Expected standard

Babies and young children settle quickly because staff follow familiar routines that reflect home practice. Leaders ensure that staff gather detailed information during the settling-in period and keep this updated including, for instance, stages of weaning and changes to health or dietary requirements. These routines promote children's emotional security and help them regulate their behaviour. Leaders have effective systems to record and track patterns of attendance, accidents and incidents and they know when to escalate concerns to safeguard children's wellbeing. Key persons know their children well and understand family circumstances. This supports them to share children's next steps and plan for development in partnership with parents.

p.3

Behaviour, attitudes and establishing routines Expected standard

Staff model respectful behaviour and use clear explanations and praise to reinforce children's efforts, helping them understand how to treat others with care and consideration. Children respond well to expectations and are encouraged to develop independence in managing their own needs. Daily routines provide structure and support to children as they move between different parts of the day, such as getting ready to play outdoors or preparing for snack time. This takes place across all rooms as staff encourage children to gradually take responsibility for a range of tasks such as clearing and setting the tables at mealtimes and scraping any leftovers into the compost bin.

p.3

Curriculum and teaching Expected standard

Staff demonstrate a secure understanding of child development and clearly articulate how activities support children's progress. They carefully plan meaningful learning opportunities, enabling children to build securely on their existing knowledge and skills. Leaders maintain a clear overview of the curriculum and thoughtfully monitor how it is planned and adapted to meet the needs of each child. Highlighting the key skills that underpin the curriculum across the setting will further strengthen progression and clarity of learning.

p.3

Curriculum and teaching Expected standard

Staff place a definite emphasis on communication and language, consistently, and incorporate visual aids to enhance understanding. Children who speak English as an additional language are well supported through staff's understanding of promoting their home languages. Toddlers explore coloured rice and use words such as pour, empty, full and more. Staff introduce new vocabulary enthusiastically such as sprinkle, scoop and texture, extending children's spoken word.

p.3

Curriculum and teaching Expected standard

Babies experience warm, responsive interactions that effectively support the development of early language and social skills. Daily routines are used purposefully to reinforce mathematical concepts, for example encouraging children to count on their fingers during snack preparation. Staff teach children specific physical skills and encourage them to practise their skills from the earliest age. Whole-nursery themes, such as Spring and Ramadan, are thoughtfully planned to broaden children's understanding of the wider world and enrich the curriculum.

p.3

Inclusion Expected standard

Leaders and staff are committed to providing a welcoming and supportive provision for all children. They effectively support children with special educational needs and/or disabilities as well as those who face other barriers to learning. Staff recognise the importance of identifying needs early. Children's progress is closely monitored and support is regularly reviewed to ensure it continues to have a positive impact. Leaders work in partnership with families, external professionals and other agencies to plan and review support. When extra help is needed, leaders step in quickly and make sure everything is organised effectively. As a consequence, children feel safe, cared for and able to grow and learn.

p.4

Inclusion Expected standard

Children are supported to access the resources they need to take part fully in learning including the use of sign language and key objects to support communication. Leaders use additional funding effectively to improve outcomes and provide targeted support, appropriate resources and staff training. This includes, for example, investment in sensory equipment to support children's individual needs, to help them regulate their feelings and enable full participation in learning experiences. The impact of this provision is regularly reviewed with staff and families. Parents speak positively about the nurturing culture of the setting and the positive and trusting relationships staff build with their children.

p.4

Leadership and governance Expected standard

Effective leadership, curriculum review and professional development ensure that children are safe, well supported and able to thrive in a stimulating and nurturing environment. Leaders work collaboratively with other agencies and the schools that children will move on to. Leaders clearly know their provision well and the families attending. They understand the hopes, pressures and needs that shape children's lives. Continued investment in the outdoor environment is ready to begin and will further enhance the physical growth and active learning for all children, including babies.

p.4

Leadership and governance Expected standard

Leaders are supportive of staff and value their contributions. Staff wellbeing is a clear priority, with regular welfare checks and an open-door policy that encourages honest communication. Staff comment that they feel valued, supported and happy in their roles. Staff attend training to enhance and broaden their knowledge and skills. This is well focused to benefit the children who attend the setting. Planned development of the leadership structure alongside the experience and expertise already in place will sustain the high- quality provision.

p.4

Leadership and governance Expected standard

Leaders demonstrate positive attitudes towards continual reflection and improvement to benefit staff, children and families. Decisions are consistently made in the best interests of all children particularly who face barriers to their learning. Parents and carers speak highly of the nursery. They appreciate the support given to them on a personal level, and for their children's learning. Leaders value families' contributions and opinions.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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

Children experience a safe, welcoming and inclusive environment where warm relationships underpin everyday practice. Children quickly settle and build positive relationships with staff, feeling a real sense of belonging. Children are supported by practitioners to learn about and respect differences. They are encouraged to share their ideas and express themselves with increasing self-assurance. Staff have a clear understanding of each child's individual starting points including any potential barriers to learning. They make appropriate adjustments to routines and experiences to support all children's next steps. As a result, children are provided with meaningful opportunities to participate, build confidence and achieve success at a pace that suits them. Clear leadership practices ensure that children's safety and wellbeing are always prioritised.

p.5

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

Children's early communication, language and mathematical development are supported through a range of meaningful activities. For example, when exploring different fruits to make fruit-infused water, practitioners talk about how the fruit grows and support children in comparing weight and size. Thoughtful questions help to build vocabulary and extend thinking. Each week, children also learn simple sign language to support their communication and understanding in everyday activities. Children are guided to understand and manage their feelings and behaviour. When they require support, staff provide calm reassurance and clear explanations, helping children to communicate themselves and resolve minor conflicts. Kindness and consideration are embedded in daily routines and interactions between children and adults.

p.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registration date: 31/10/2023 Physical development is promoted through a range of planned and spontaneous opportunities that strengthen both large and small muscles. Daily access to outdoor learning further supports physical confidence, wellbeing and an appreciation of the natural environment. Parents are kept well informed about their child's learning, progress and development, including personal care, communication and social skills. Parents speak highly of the setting, sharing that their children enjoy attending, feel happy and secure, and are well supported in preparing for school.

p.6

Next steps

Leaders should further strengthen the curriculum intent by clearly identifying the key skills children should develop across all ages and areas of learning. Leaders should build on the effective leadership already in place by continuing to embed shared systems and expectations across the growing leadership team, supporting sustained continuous improvement and high-quality provision.

p.6

About this inspection

The Inspector spoke with the proprietor, manager, deputy manager, special educational needs coordinator, children and parents 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 the 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. Registered person: Little Acorns Day Nursery (EA) Ltd

p.6

About this inspection

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

p.7

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.8

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