Little Beans Daycare Limited

Little Beans Daycare Limited

Unique reference number (URN): 2729099 Address: Little Beans Weymouth, 7 Albany Road, Granby Industrial Estate, Weymouth, Dorset, DT4 9TH Type: Childcare on non-domestic premises Registered with Ofsted: 03/04/2023 Registers: EYR, CCR, VCR Registered person: Little Beans Day Care (Garland) 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

Across the setting, children make steady progress from their starting points. Children persevere and keep trying, such as when learning to write their own names. Their independence develops as they meet their own needs. For example, children put on their own shoes and wipe their noses.

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Achievement Expected standard

Children grow in confidence and work together well. For instance, they carry chairs together to put them away. Typically, children's communication skills build rapidly. Babies share their basic needs with simple sign language. Children confidently ask for the things that they need once they are in the pre-school room. They are included and valued. This ensures that children generally develop the skills that they need to progress on to their next stages in learning, including school. Babies explore their environment with confidence, such as jumping to pop bubbles with joy. They babble enthusiastically as they eat their lunch and start to repeat key phrases modelled by staff.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a positive environment in which staff have clear expectations for children's behaviour. Staff use praise to build children's self-esteem and a love of learning. For example, they congratulate children on their mark making, with children responding by saying they did their 'best'. Relationships between staff and children are warm and responsive. Staff know their key children well and use this knowledge to adapt their approach, such as with different arrival routines. This ensures that all children are included. Staff support children well to share and take turns. For example, when they become upset in a game, staff help them to negotiate and solve the problem.

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Behaviour, attitudes and establishing routines Expected standard

Staff nurture children's independence from the youngest age. For example, babies use cloths to wipe their tables after lunch, and pre-school children serve themselves. Leaders promote positive attendance. They work with families to ensure that they are prompt for sessions so that children do not miss out on valuable learning, such as in circle times. Staff are conscious of children's changing needs. For instance, babies start to become restless during a singing session, so staff introduce some puzzles. This means that children retain their attention and interest. At times, children wait too long, such as when lunch is served. Although children stay engaged as staff entertain them, they are kept seated for long periods. This can restrict babies' movement, and older children lose focus when waiting.

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Children's welfare and wellbeing Expected standard

Staff promote children's welfare and wellbeing effectively. They create an environment where children typically feel safe and secure. Staff are generally attentive to children's care needs. For example, staff get a tissue and prompt children to wipe their own noses. Staff identify when children need emotional support, such as noticing when they have struggled with friendships. Children learn about their emotions as staff empathise with them. They help them to recognise and name their feelings, before helping them to work out ways to help themselves. Children learn how to keep themselves safe. For example, they learn about sun safety. Staff talk with them about their understanding of how sun cream protects them, and they know why they need a hat. Babies and children sleep safely in comfortable and calm separate rooms. They are well supervised by attentive staff.

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Children's welfare and wellbeing Expected standard

Mealtimes are well managed, with staff supervising children attentively. Babies generally receive encouragement to try new and adventurous foods. Staff enthusiastically discuss the foods they are trying and the textures they might feel. Typically, staff carefully support each child's weaning journey. They communicate regularly with parents and carers and ensure that they provide adapted food. Staff regularly support parents to develop their understanding of infant nutrition. For instance, they help them to work out when and how to start with weaning.

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Curriculum and teaching Expected standard

Leaders have developed a clear and cohesive curriculum. It places children at the heart of their learning experiences. Children receive a broad and balanced offering. Staff prioritise children's personal, social and emotional development highly. They develop close attachments with babies and children. Staff ensure that children's families are reflected in the setting and that everyone feels included. This helps children to learn about themselves. Children develop physical control as they move adventurously on bicycles and scooters in the garden and use pencils to mark make. They develop their communication skills through regular engaged discussion with staff. For example, staff ask about travel, and children enthusiastically talk about their experiences.

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Curriculum and teaching Expected standard

Babies join in with songs and rhymes with delight, supported by staff who are highly engaged and joyful in their interactions. They use emerging sign language to communicate their needs with staff, such as signing 'please' when they would like more lunch. Staff weave mathematics through daily activities. For instance, children carefully count their steps during a game of 'What's the time, Mr Wolf?'. Where practice is best, staff skilfully adapt their approach to meet children's ages and stages of development. However, when different age groups are combined, some learning is less well targeted to meet children's needs. This means that children do not consistently receive teaching at a suitable level.

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Inclusion Expected standard

Leaders and staff swiftly identify children's needs. They take suitable action to put support in place and seek specialist intervention where needed. Leaders ensure that children are carefully assessed on entry to the setting. They are quick to identify potential barriers and to take action to reduce them. For example, leaders seek advice from speech therapists at the first sign of delays in communication. They ensure that necessary support continues. For instance, leaders offer daily speech sessions with their own staff when specialist sessions end.

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Inclusion Expected standard

Leaders continually monitor the progress of all children with special educational needs and/or disabilities. They have an overview of their provision every day and are highly involved with children. Leaders check that the interventions that they put in place are having an impact by exploring the progress that children make. They use funding suitably to support children, such as by providing specific resources, and review this spending regularly. Leaders ensure that key staff are supported to develop suitable targets for children to support their ongoing development. They know how to work towards these. However, wider staff are not consistently familiar with children's specific individual needs and what can be done to support them. For example, they do not always use the tools that are in place to prepare children for changes. This means that necessary adaptations are not consistently made by all staff.

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Leadership and governance Expected standard

Leaders are passionate about the ongoing development of the setting and their role in the local community. They are continually reflective and adapt the provision to suit the needs of the children who attend. Leaders have developed their own 'toolkit' for ongoing improvement, which helps them to evaluate their offer. When areas for development are identified, they typically take suitable action. For example, leaders have recently introduced clearer systems for record keeping. Staff value the support that they receive from leaders. They feel they care about their wellbeing and help them to deliver the best possible experience for the children. Apprentices are well supported by leaders who nurture their ongoing career development.

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Leadership and governance Expected standard

Leaders have developed a culture of close collaboration between staff. Staff continually liaise and support each other. Leaders carefully monitor staff workload. Leaders provide regular training and development opportunities for staff. For instance, recent training in meeting babies' needs has had an impact. Staff are now consistently prioritising babies' communication, and they are developing their skills rapidly.

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Leadership and governance Expected standard

Parents and carers typically value the involvement that they have in their child's settling-in process. Leaders adapt the process to meet the needs of children and families. Parents receive regular communication from leaders and staff. Leaders provide social opportunities for their families. For example, they hold children's movie nights, Saturday play sessions and parents' evenings. These events help parents to feel involved in the setting's community.

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Compulsory Childcare Register requirements

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

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Register

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

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Voluntary Childcare Register requirements

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

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Register

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

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

Children arrive enthusiastically at this warm and welcoming setting. Staff greet them with joy. There is a calm and happy atmosphere. Gentle music streams into the space on children's arrival. Children calmly engage in the bright and spacious environment around them. They spend time in their designated library space, exploring books with enthusiasm. Babies are particularly happy and well settled. This is because staff build quick and caring relationships with them.

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

Children enjoy their learning. For example, they learn about bus travel and enjoy making their own tickets. Children then sing related songs and join staff in shared role play. These shared imaginative experiences build children's knowledge of the world around them. They communicate well and work together to build the story. Staff use role play to teach road safety as they work together to stop at signs and look both ways before they cross the 'road'. In the baby room, children's learning is equally fun and engaging. Babies smile and giggle with glee as they pop bubbles and sing a wide range of action songs. They join in with the actions and increasingly build their communication skills and knowledge of the world.

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

Children are placed at the heart of their experiences and are fully involved in the planning for each room. A weekly room meeting with all staff and children is held. Individual children take the part of 'note taker' and draw the ideas shared. Each child's contributions are recorded as they share ideas and interests to pursue in the following week. This builds a clear sense of belonging for every child, and they learn to work as part of a team. Children benefit from regular trips and visits. For example, staff arranged for the local food bank to visit the setting to talk about their work. They invite family members to come in and share

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Address:

Little Beans Weymouth 7 Albany Road Granby Industrial Estate Weymouth Dorset DT4 9TH their skills, such as storytelling and playing musical instruments. This helps children to feel part of their wider community.

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Next steps

Leaders should ensure that all staff understand the individual plans for children with special educational needs and/or disabilities and that they all feel able to work towards children's targets more effectively. Leaders should ensure that transition times are well organised to reduce waiting periods so babies do not spend too much time seated in chairs that restrict their movement and older children know what to expect and when. Leaders should support staff to deliver teaching that is consistently adapted to suit children's ages and stages of development when age groups are mixed.

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About this inspection

The inspectors spoke with leaders, staff, 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Little Beans Day Care (Garland) Limited

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About this inspection

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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