Little Boggers Day Care

Little Boggers Day Care

Unique reference number (URN): 2798134 Address: Darfield Valley Methodist Church, Snape Hill Road, Darfield, Barnsley, S73 9LT Type: Childcare on non-domestic premises Registered with Ofsted: 10/09/2024 Registers: EYR, CCR, VCR Registered person: Be Our Guest Yorkshire Ltd

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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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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive attitudes to learning and show high levels of curiosity. Staff help children learn routines early so they feel secure and valued. At circle time, staff use a familiar greeting song to encourage shy children to join in. Children with special educational needs and/or disabilities (SEND) are not pressured to take part in the wider group. For example, staff sit with children and provide gentle reassurance. Staff embed clear, consistent behaviour expectations. Staff promote the saying 'we can all join in' to help children share and play cooperatively. Staff recognise and respond to individual sensory needs. They offer safe and purposeful ways for children to explore these. For example, children who enjoy throwing are given beanbags, enabling this to be channelled safely within play. Mealtimes are calm, social opportunities for independence. Children begin to wash their hands, serve themselves using tongs and spontaneously say 'yes, please'. This

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently support children to manage their feelings with comforters or quiet sensory spaces. Babies play peekaboo with one another and call their friends by name. Older children hold hands and welcome one another to the setting.

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Behaviour, attitudes and establishing routines Strong standard

Leaders consistently monitor attendance, working closely with families and agencies to tackle barriers. They provide prompt tailored support that helps strengthen family engagement and improve attendance. Children have consistently 'can-do' attitudes to learning, resulting in a calm environment where positive habits are firmly embedded.

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Inclusion Strong standard

Leaders create an inclusive environment where low-level furniture gives all children independent access to resources. Staff feel individual representation matters deeply. Leaders ensure children see diverse role models and positive reflections of themselves in daily play. Children begin to recognise similarities between themselves and others. Staff use regular observations and assessments, such as the progress check at age 2, to identify gaps in learning. They set small, achievable targets, shared consistently with parents. Staff plan safe sensory experiences, such as ice play for children to explore at their own pace. This includes children with special educational needs and/or disabilities (SEND) or other barriers to learning. Leaders consistently secure multi-agency support from health specialists. They thoughtfully deploy additional staff for targeted one-to-one support so children with SEND join their friends. This makes a demonstrable difference to their

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Inclusion Strong standard

Staff collaborate closely with families during settling-in visits to gather key information about routines, milestones and home languages. Leaders offer flexible session times so children with healthcare needs consistently access their learning. Leaders prioritise specialised SEND training so staff are consistently confident. Leaders use early years pupil premium funding to purchase resources for the sensory room, such as emotions sensory bottles with faces on. This supports children's emotional development. They discount trips so

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Expected standard

disadvantaged children gain wider experiences of the world beyond the setting. Children make consistent progress from their starting points.

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Achievement Expected standard

Babies generally show motivation to explore and develop physical skills. They build on early physical milestones, progressing from crawling to standing and taking their first independent steps. Children celebrate these accomplishments alongside others, gaining confidence to try new skills. Those with special educational needs and/or disabilities (SEND) typically make notable progress in their communication. Children who were previously non-verbal begin repeating single words, such as 'pop' and 'bubble', to express their enjoyment and needs.

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Achievement Expected standard

Children who are new to the setting typically settle quickly into daily routines. Initially shy children build confidence and happily join in during group activities. For instance, children choose 'rhyme spoons' at circle time and join in with familiar songs and actions. Furthermore, children generally develop mathematical skills by counting objects. They progress from listening to number words such as 'one, two, three' to repeating them and asking for 'one more'. As a result, children generally build confidently on prior learning, making steady progress from their starting points.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's physical health, safety and emotional wellbeing across all daily routines. Staff follow safer sleep procedures, placing children in dedicated sleeping spaces. Staff are prepared to liaise with parents and carers about weaning advice. Staff manage children's allergies by displaying dietary needs clearly and using colour-coded purple plates to prevent cross-contamination. Staff typically promote oral health by guiding children to brush their teeth after lunch using individual toothbrushing packs.

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Children's welfare and wellbeing Expected standard

Staff help children begin to learn to keep themselves safe. For example, on outings to the park, staff talk with children about crossing the road safely. Staff support children to manage their feelings and recognise their own behaviour. For example, when children are upset, staff name their emotions, saying, 'You're hungry,' or, 'You're tired.' Staff complete physical exercises with children who face barriers to their learning as part of their daily routines and care.

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Children's welfare and wellbeing Expected standard

Staff create a nurturing, warm environment where children typically feel secure. Staff support children to manage their personal care with dignity. For example, staff carry out nappy changing behind a screen for privacy. Staff support family welfare by offering discreet clothing support and helpful guidance packages for potty training and health. Children typically feel safe, valued and well cared for, and staff support children's overall health and wellbeing.

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Curriculum and teaching Expected standard

Leaders design an ambitious curriculum supporting personal, social and emotional development. Staff help children share toys and resources during play. Key persons expand language by introducing new vocabulary from books. Children confidently repeat words such as 'herbivore' and 'pterodactyl'. Staff typically use precise assessments to identify what children know and need next. Children build large muscle skills, balancing confidently on outdoor stepping stones. Leaders address gaps in small-muscle skills through potato printing. Children learn to hold and print using forks. This promotes children's physical skills for their next stage.

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Curriculum and teaching Expected standard

Leaders build children's mathematical understanding. Staff typically weave mathematics into daily routines, counting food portions at mealtimes and comparing sizes during sensory play. This means children generally use number language meaningfully. Leaders ensure the curriculum is accessible to all children. Staff generally differentiate activities, so all children take part at a level suited to their development. For children with special educational needs and/or disabilities (SEND), staff adapt their approach without pressuring them to join group activities. They support them through single key words, visual props and access to quiet spaces. As a result, children with SEND join in alongside their friends.

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Curriculum and teaching Expected standard

Overall, children typically make steady progress across all areas from their starting points. Staff typically use positive interactions and follow children's interests during play. However, teaching does not consistently build on children's emerging ideas to prompt critical thinking. For example, when children play with large weighing scales and say, 'I want it to come down,' staff ask closed questions such as whether it is heavy. Staff do not always help children to deepen their understanding of why things happen.

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Leadership and governance Expected standard

Leaders maintain an ambitious vision for the setting to drive improvement and make decisions in the best interests of children. New staff complete a probationary period with structured milestones, helping them become confident practitioners. Leaders typically track professional development through supervision, appraisals and targeted training, for example in safeguarding and paediatric first aid. Staff morale is supported through regular wellbeing check-ins, a 'praise board' and seasonal treats. Leaders have created open, transparent communication, so staff feel supported and happy.

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Leadership and governance Expected standard

Leaders generally have a broad understanding of the setting's strengths and areas for development. However, leaders' self-evaluation does not yet focus sharply enough on the quality of staff's teaching. Leaders work with local authority advisers and other settings to improve practice and gather ideas. Leaders have also visited another nursery.

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Leadership and governance Expected standard

Leaders build close partnerships with parents, sharing progress through meetings and a digital app. Parents value the support staff give children and the progress they are making. Children are excited to tell parents what they have been doing at the setting. Leaders reflect on and evaluate the provision to ensure children receive high-quality care, preparing them well for their future.

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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 at this welcoming nursery where emotional security and individual learning needs come first. They shape their own environment directly through the 'Little Boggers, Big Ideas' initiative. Children see their ideas, such as construction diggers, brought quickly into daily play activities. They build a real sense of independence and purpose through this meaningful participation. Children extend their social awareness beyond the setting by visiting a local care home. They explore natural scents and textures when harvesting fresh lavender in the outdoor garden. Children typically learn where food comes from by growing

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Inspector:

Josie Cumiskey strawberries, carrots and tomatoes. They develop positive attitudes towards healthy eating while preparing these home-grown snacks to share.

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Inspector:

Children benefit from an environment thoughtfully designed to help them process big feelings. They access a dedicated sensory room featuring floor tiles, soft lighting and interactive mirrors. Children use 'Colour Monster' resources to begin to identify, name and express emotions. They begin to learn how to settle themselves when feeling upset or overwhelmed during the day. Children explore natural materials, collected on local walks, by mixing pine cones and glitter in the mud kitchen. They build small-muscle coordination and solve problems together as they make imaginative potions. Children generally build early communication skills through stories, such as 'Dear Zoo', and interactive song bag activities. They gain new vocabulary while growing in confidence to join in with actions and rhymes.

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Inspector:

Children and their families access tailored support that meets their individual needs. They use a community clothing wardrobe, a donation-based library and practical home potty training packages. Children attend regularly because leaders highlight the value of daily attendance for learning and settled routines. They establish secure attachments, arrive eagerly and show enthusiasm for learning. As a result, children, including those with special educational needs and/or disabilities and those who may face other barriers to their learning, are well prepared for their next stage in learning.

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Next steps

Leaders should help staff to consistently build on children's ideas to support their critical thinking skills even further. Leaders should sharpen the established self-evaluation processes to precisely target variability in staff's teaching.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, children and parents 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:

Darfield Valley Methodist Church Snape Hill Road, Darfield Barnsley S73 9LT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Be Our Guest Yorkshire Ltd

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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