Little Imps Daycare

Little Imps Daycare

Unique reference number (URN): 2807884 Address: Messingham Village Hall, Orchard Close, Messingham, North Lincolnshire, DN17 3TS Type: Childcare on non-domestic premises Registered with Ofsted: 19/09/2024 Registers: EYR, CCR, VCR Registered person: Little Imps Daycare Partnership

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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

Children, including those with special educational needs and/or disabilities (SEND) and those who may face barriers to learning, make good progress from their starting points. They show increasing independence and confidence in everyday routines, such as serving themselves at snack time and managing personal care tasks, including washing their hands independently. Children respond well to the clear and consistent routines of the setting. Children develop their physical skills effectively and benefit from regular opportunities to be active in the spacious outdoor area. They also learn about the natural world through planting and gardening activities, harvesting what they grow and enjoying it at snack time.

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Achievement Expected standard

Children build their attention and listening skills during group experiences, such as circle time and singing sessions. They form warm, respectful relationships with staff and learn to socialise with their peers. Staff support communication and language well, through meaningful conversations and interactions throughout the day. Children are encouraged to think, explore, and solve problems in their play. For example, they fill buckets with water to add to the sandpit, enabling successful sandcastles to be built. As a result, children, including those with SEND, become confident, independent learners and continue to make progress in their development.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have developed a positive environment where expectations for behaviour are understood by all. There are clear and well-established routines in place that children know, understand and follow confidently. Children learn good manners, and regularly use polite language such as, 'please', and 'thank you'. Children have warm, trusting relationships with staff through which they are encouraged to develop their independence and 'can-do' attitude, further developing their resilience. Children display positive attitudes to their learning and play collaboratively with others. Children show high levels of determination and willingness to keep on trying, even when activities are challenging. For example, children persevered in carrying heavy buckets of water from the tap to the sandpit.

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Behaviour, attitudes and establishing routines Expected standard

Children consistently show kindness and consideration. For example, they thank their friends for sharing a book and politely ask when they want a turn. Staff praise children's manners and reinforce this positive behaviour. Leaders are respectful of parents' wishes to use other providers and work collaboratively to ensure continuity in children's learning. They have open communication with parents when situations arise that impact on a child's attendance, and clear procedures are in place to follow up any absences.

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Children's welfare and wellbeing Expected standard

Staff have warm and caring relationships with children and their families. Children form secure attachments with their key person and positive relationships with their friends. All children, including those with special educational needs and/or disabilities, and those who may face barriers to their learning, feel safe, secure and happy in the setting. Leaders are responsive to individual needs and support families to access the setting with a degree of flexibility that supports the individual child's needs.

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Children's welfare and wellbeing Expected standard

Leaders are vigilant and promote healthy lifestyles. Children are reminded to protect themselves from the sun, stay in the shade and they are encouraged to have regular hydration breaks. Children are reminded to be safe in their play and begin to recognise risks in their environment. For example, they learn to take turns when jumping from the apparatus in the outdoor area and they wait for other children to exit the mat before jumping. Well- established routines are embedded in the setting, and children frequently wash their hands unprompted. Leaders promote healthy eating, and children help to grow, prepare and share a variety of fruit and vegetables. Children develop a positive attitude towards healthy foods and playing outdoors.

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Curriculum and teaching Expected standard

Leaders have designed a curriculum with a key focus on supporting children's communication and language, physical, emotional and social development. This ensures children have a secure foundation from which to learn. Staff set up the environment with a range of activities which follow children's interests and learning needs. Children are then free to choose from the activities provided. Staff engage in children's chosen play and their interactions are typically skilful and provide an opportunity to introduce new vocabulary, share ideas and develop thinking skills. However, while staff do plan an interesting range of adult-led activities, there is an imbalance with staff focusing more on child-initiated play. This sometimes results in children not consistently participating in an effective mix of experiences. Therefore, teaching is sometimes not as consistently tailored to children's developmental needs, so that every child benefits from high-quality teaching across all

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Curriculum and teaching Expected standard

Staff introduce mathematical language which is threaded through the daily routine and everyday interactions. Children learn about the importance of keeping safe, eating healthy and being active. Leaders and practitioners identify emerging needs and work quickly to provide early interventions to support children and close any gaps, reducing barriers to learning that may exist. Adjustments and adaptive teaching support children with special educational needs and/or disabilities, those who face barriers to learning and those known to or previously known to social care. Leaders have oversight of observations and assessments, which inform practitioners of their key children's starting points, needs and stages of development.

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Inclusion Expected standard

Leaders are committed to promoting inclusive practice and ensuring that every child has access to learning opportunities. They identify children's emerging needs promptly and take effective action to make sure that all children, including those with special educational needs and/or disabilities (SEND), and those who face barriers to learning, are well supported. Staff with responsibility for overseeing children with SEND are knowledgeable, well trained, and proactive in helping other staff identify needs at an early stage. This ensures that children receive timely and appropriate support tailored to their individual circumstances. Staff regularly observe and assess their key children, using this information to monitor development and identify where additional help may be needed. Effective monitoring systems enable leaders and staff to respond quickly, putting interventions in place at the right time. As a result, barriers to learning are reduced and children are supported to make

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Inclusion Expected standard

progress from their starting points. Partnership working is a notable strength. The setting works closely with parents and carers to gather evidence and make referrals to specialist agencies when required. Additional funding is used effectively to provide targeted support that meets children's specific needs. Leaders and staff also work well with external professionals, accessing specialist support when required.

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Leadership and governance Expected standard

A recent change to leadership and management has allowed the setting to review practice, and leaders have reflected on the setting's strengths and areas to improve. For example, leaders have taken action to improve interactions between staff and children, which results in children becoming inquisitive learners. Recent improvements to the curriculum are not yet embedded into practice, with further steps to be taken to ensure there is a consistent focus on securing excellence for children. Leaders are responsible and they take their roles seriously in identifying safeguarding and children's welfare as high priorities of the setting. They champion the rights of children with special educational needs and/or disabilities and those who face barriers to learning. They demonstrate persistence and determination in accessing the right support for each child and their family.

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Leadership and governance Expected standard

Leaders are mindful of the staff team's morale and wellbeing. Staff ratios remain high to ensure staff can manage their workloads and have purposeful interactions with children throughout the day. Leaders encourage staff to attend professional development opportunities. These are identified as areas that support each staff member in developing their knowledge and enhancing their practice. Recently, staff attended training on the 'Imagination Library', which has positively impacted 'story time' practice.

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Leadership and governance Expected standard

Leaders have secure relationships with parents and carers. They obtain information prior to a child starting the setting to ensure children settle well and build positive relationships from the onset. The setting shares regular information with parents and carers to support children's learning and development. The two-way flow of information ensures consistency for the children, and opportunities to follow the child's interests are maximised. Home- learning opportunities strengthen the partnership with parents and carers, who feel informed and valued as part of their child's continuing development.

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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 are happy, confident and eager to learn. They form positive relationships with staff and their peers, and feel safe, secure and valued. Children settle well into the nursery and respond positively to the familiar routines of the day. This helps them to feel confident and ready to take part in learning. Children enjoy a well-resourced environment, both indoors and outdoors, including a large outdoor area and garden. They benefit from a curriculum that is thoughtfully planned around their interests and individual needs. As a result, children access a broad range of experiences that help them make progress. Children are

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Inspector:

Janine Ryan developing into confident communicators. They enjoy meaningful conversations with staff, who introduce new vocabulary and encourage them to think, solve problems and express their ideas. Children listen attentively during circle times and show enjoyment when sharing stories and books, helping to build an early love of reading.

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Inspector:

All children, including those with special educational needs and/or disabilities, and those who face barriers to learning, are well supported. Staff know children well and quickly identify any emerging needs. They put effective, tailored support in place so that children make progress from their starting points. Children develop their mathematical understanding through daily routines, play and adult interactions. Staff naturally weave mathematical language into activities, helping children to build confidence in early mathematical concepts. Children also develop their physical skills effectively as they explore, investigate and move in different ways in the outdoor area. Children learn about healthy lifestyles and healthy eating through meaningful first-hand experiences. For example, they grow fruit and vegetables in the garden, harvest them and share them at snack time. These opportunities help children learn more about the natural world and where food comes from. Overall,

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Inspector:

children gain the knowledge, skills and confidence they need to support their future learning.

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Next steps

Leaders should support staff to ensure that there is a more effective balance between adult-led and child-initiated play so that teaching is effectively tailored to children's stages of development and that all children benefit from high-quality teaching across all areas of learning. Leaders should continue to review areas identified for improvement in relation to the implementation of the curriculum to ensure staff consistently achieve the best outcomes for children.

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About this inspection

The inspector spoke with the nominated individual, manager, special educational needs co- ordinator 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:

Messingham Village Hall Orchard Close Messingham North Lincolnshire DN17 3TS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Imps Daycare Partnership

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 17:30,Friday : 08:00 - 16:30,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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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. 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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