Little Einsteins Day Nursery Ltd

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About Little Einsteins Day Nursery Ltd

Name Little Einsteins Day Nursery Ltd
Ofsted Inspections
Address Park Infant School, Beverley Road, Doncaster, South Yorkshire, DN2 4JW
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Doncaster
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children enjoy warm and responsive relationships with their key person.

Staff form good relationships with children's families. They find out about children's achievements at home and celebrate these with them. For example, children excitedly explain that they now only wear two armbands during swimming lessons, and staff know what an important achievement this is for them.

The baby room environment is calm and nurturing. Staff make good use of daily care routines to support children's learning and development. For example, they count, 'one, two', when rolling up babies' sleeves.

They count the steps with older... children as they climb up to the nappy changing unit. This helps them to make good progress in mathematics. Mealtimes are social occasions where children and staff engage in conversation.

Staff encourage children to pour themselves a drink and use tongs to serve themselves food. This helps to develop their independence, social and fine motor skills.The provider has a detailed risk assessment in place regarding COVID-19.

They adapt this regularly, in response to changing government guidelines, and share it with parents. Parents are currently allowed to enter the setting when they bring and collect their child. The provider limits the number of parents in the setting at any one time.

A handwashing station is provided in the entrance area. These measures are to help prevent the spread of infection, while maintaining good communication and relationships with parents.

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

Staff find out what children know and can do through observing them and talking to their parents and carers.

They use their knowledge and understanding of child development to plan opportunities, which support children to make good progress. For example, a child's key person knows that they have recently taken their first steps at home, so they continue to encourage and develop this skill at nursery.Children make good progress in their communication and language development.

Staff extend their vocabulary by repeating key words, such as 'scrub, scrub, scrub', when handwashing. They introduce new words through singing and planned activities. They repeat the words children say, modelling correct pronunciation.

They support verbal communication through the use of signing. This means that some children can communicate their needs before they are able to speak. For example, children sign 'more' at snack time.

Children with special educational needs and/or disabilities are well supported. Staff work with other professionals to ensure all children make good progress. They deliver therapeutic activities as advised by the speech and language therapists.

Children demonstrate high levels of curiosity and interest in their play. They keep trying when they face challenges and take pride in their achievements. For example, a baby repeatedly tries to place wooden rings onto a mug tree.

They use both hands and, when they succeed, they smile brightly at the inspector.Children have opportunities to develop their physical skills, both inside and outdoors. They enjoy jumping on the trampoline and pedalling tricycles.

Children are highly engaged as they excitedly practise a detailed dance routine. They turn their bodies one way and then the other, stamp their feet, and twirl their hands above their heads in time to the music. They then 'strike a pose' at the end.

Children's behaviour is good. Staff remind them of the rules. They support them to share with their friends and use good manners.

When it is time to tidy up, children help adults in small groups to tidy a specific area. As a result, tidying up is calm and productive.At times, adult-led carpet activities are too long and do not meet the individual learning needs of all children.

Some children do not learn as much as they could from these teaching opportunities. Managers have identified this and have plans in place to review and improve these times.Managers have regular supervision discussions with staff.

They observe their practice and give feedback on what they do well and how they can improve. However, it is not always clear what each staff member's next steps are for their professional development or how they will be supported to achieve this.


The arrangements for safeguarding are effective.

Staff have a good knowledge and understanding of safeguarding issues. They know about possible signs that a child might be being abused. They understand the correct procedures to follow if they have concerns about a child's welfare.

They know what to do if an allegation was made against an adult who is working with children. Managers support staff to keep their knowledge up to date through regular training and discussions.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: develop good teaching practices to ensure that whole-group adult-led activities meet the learning and development needs of all children strengthen the arrangements for professional development to provide staff with clear targets, so that they can improve their teaching practice even further.

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