Little Cherubs

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children's communication and language skills are well supported in this setting. Staff naturally promote children's listening and speaking skills during play. For instance, staff gently narrate children's movements and describe children's actions when they are exploring in the role-play area.

Children listen intently and smile as they show different objects to staff members so they can be named. Older babies demonstrate the benefit of this narration as they begin to mirror key words that staff use. For example, children say 'yes', 'no', 'red' and 'cheers'.

Younger babies gaze at staff and soak in the noises they make. ...They smile and react positively to their key person's undivided attention, especially when they sing familiar songs and rhymes.Children show that they feel safe at this setting as they confidently approach the inspector and offer her their favourite toys.

They understand that their key persons are always close by for a reassuring cuddle whenever they desire. Children enjoy these warm embraces and look delighted as they greet staff members returning from breaks. Children are keen to share all of their successes with staff.

They automatically look for staff reactions when they feel they have achieved something. For example, when they find an exciting resource or make a new sound with the water toys, they look at the staff. Staff react sensitively to all children and are more than happy to praise their accomplishments.

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

The quality of education is generally high. The management team conducts regular supervision meetings with the staff. These meetings are used to consider ways in which staff can develop and identify what they are doing well.

The management team encourages staff to observe and evaluate one another to help identify any possible areas for development. However, there are some small gaps in some staff's knowledge which have not been identified.Parent partnerships are a strength of this setting.

For example, the management team organises monthly 'parent workshops' to support parents and build their knowledge. Recently, workshops have been focused on toilet training, behaviour management and weaning. Parents appreciate these workshops and comment that they feel 'very supported'.

Additionally, parents value the daily feedback they receive about their children. They comment that their children's individual needs are met and 'staff are well engaged in their roles'.Staff know their key children very well.

They confidently understand children's current levels of development and plan for their continuous progression. However, staff do not always consider how children's individual next steps in development can be supported within group activities. Staff, at times, do not recognise when a planned activity links directly with a child's current learning goal.

As a result, they do not make the most of these opportunities.Children behave very well. They are eager, curious learners.

Older babies explore various toy balls. They are amazed to find that different balls make different sounds. They shake and bang the balls together, comparing the noises they make and selecting their favourites.

This supports their early mathematical and listening skills. Younger babies show sheer determination as they begin to move themselves in new, exciting ways. They chase toys around the room, shuffling on their fronts and refusing to give up.

This nourishes children's physical development and self-confidence.Children begin to develop a love for literacy here. They react with joy as staff begin to sing nursery rhymes and read familiar stories to them.

Younger babies show understanding as they wiggle when they see a scarecrow puppet, remembering the actions to 'Dingle Dangle Scarecrow'. Older children begin to interact by copying actions associated with songs and saying some words within rhymes.Staff encourage children to take appropriate risks.

For example, when babies are experimenting with how their bodies can move, staff ensure the area around them is safe. They place cushions around babies and hold their hands as they move from side to side and attempt to flip from their backs to their stomachs.

Safeguarding

The arrangements for safeguarding are effective.

The management team and staff have a sound understanding of the signs and symptoms which may indicate a child is being neglected or abused. They know the procedures they must follow should they have any concerns for the welfare of a child. Staff are confidently aware of the steps to take should they feel the management team is not taking safeguarding concerns seriously.

The management team understands who to inform should an allegation be made against any member of staff. This knowledge helps to protect children and identify if they are at risk of any harm.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: sharpen systems in place to identify areas of development for staff, targeting any gaps in their knowledge and further building upon their understanding of the curriculum they deliver strengthen staff understanding of how to further support children's individual next steps in development within group activities.

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