Little Beans Day Care (Garland) Limited

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About Little Beans Day Care (Garland) Limited

Name Little Beans Day Care (Garland) Limited
Ofsted Inspections
Address Little Beans Garland, 59 Garland Road, Poole, BH15 2LD
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Bournemouth,ChristchurchandPoole
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children show their excitement as they enter the nursery. Older children rush in, excited to be with their friends and ready for their learning to begin.

Staff greet families in a friendly manner, taking time to listen to them and exchange information. This helps children to feel safe and secure from the moment they enter the nursery. Older children demonstrate a 'can-do' attitude and are full of curiosity.

They listen carefully and respond well to instructions. Younger children show respect for their environment as they tidy away toys willingly before lunch. Babies relish the opportunities offered to explore different... textures.

They focus intently, positioning their fingers carefully as they try to grab spaghetti hoops. Children's faces beam with delight at their achievements and the genuine praise they receive from adults.The manager has identified aspects of children's development that have been hindered as a result of the COVID-19 pandemic and has revised the curriculum to reflect this.

For example, they have a strong focus on children's social and emotional well-being. The manager plans specific learning experiences to help children extend their development. Children benefit from additional activities, such as French sessions, cooking, music and dance classes.

This helps children to develop their confidence and social skills.

What does the early years setting do well and what does it need to do better?

The manager and staff have high ambitions for every child to achieve to the best of their abilities. They plan a broad curriculum and understand the knowledge and skills that children need to learn.

Staff monitor closely the progress that children make, and all children make good progress.Staff plan activities to build on children's knowledge. For instance, they encourage children to talk about colours as they make space rockets during a creative activity.

However, occasionally, the learning intentions for children are not supported fully. For example, when staff want children to learn about space and planets, they do not introduce children to this concept in their play.The nursery is fully inclusive and welcomes all children, including those in receipt of additional funding.

Staff use additional funding to extend the children's learning experiences. For instance, children have a range of dressing-up clothes for role play to help them play alongside their friends and use their imagination.Children with special educational needs and/or disabilities (SEND) and children who are learning to speak English as an additional language are supported well.

The special educational needs coordinator supports staff to develop plans and targets for children's learning. Staff ensure that support is sought without delay and work well with other professionals to support children with SEND. Children with SEND know the routines.

For instance, they put their shoes away on arrival.The nursery is safe and secure. The indoor areas are inviting and well arranged to help children explore and investigate what captures their interest.

Outdoors, younger children ride tricycles confidently and manoeuvre them around obstacles. Older children enjoy challenging activities, such as water play, to continue their learning outdoors.Staff are positive role models for children.

Overall, children behave well. They share and take turns with toys and are polite to one another. Most children know the rules and follow them well.

Staff implement different approaches to support children to understand their behaviours. However, staff are not always consistent when they embed these. As a result, children do not always have a clear understanding of why their behaviours are not acceptable.

Parents and carers speak highly of the setting. They comment that the staff are 'informative', 'welcoming' and 'friendly'. Parents appreciate the regular communication and support that staff provide.

Good communication ensures that parents know what their children can do and what they will be learning next. Staff provide suggestions for how parents can continue to support their children's learning at home.The manager is passionate about supporting her staff team.

She organises supervision sessions to provide staff with regular feedback to improve the quality of their practice. This supports the continuous improvement of standards of education and care within the setting. Staff share knowledge gained from training courses to support children's communication skills.

For example, they introduce sign language for children to use alongside their spoken words.


The arrangements for safeguarding are effective.The manager and staff have good knowledge of what to do if they have concerns about a child's well-being.

They attend regular training to ensure that they keep their safeguarding knowledge up to date. There are clear procedures in place to record and report any concerns they may have, and leaders act quickly to safeguard children. Leaders know what to do should an allegation occur about any member of the team.

They are clear about their roles and responsibilities, and suitable checks are in place to safeguard children. The manager ensures the vetting procedure is robust for all staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nencourage staff to focus more precisely on clearer learning intentions for activities to support what children need to learn next provide consistent opportunities for children to understand clearly the reasons why certain behaviours are unacceptable.

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