Little Gleddings Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children run happily into the nursery.

They are confident and eager to explore, play and learn. Children keep on trying and develop perseverance as they play. They show a can-do attitude, such as when attempting to fit in puzzle pieces.

Children play cooperatively with their friends. They communicate effectively, such as when they pretend to take the lunch order. Children laugh happily and show that they feel safe and secure in the staff's care.

Staff are positive role models. They teach children to share the toys from an early age. Babies happily pass the rolling pins and cutters to each other as they play wi...th dough.

They beam with delight as staff clap when they successfully make a star. Staff praise children for their good sharing, which helps to raise their self-esteem.Children develop their independence skills from a young age.

They quickly learn to navigate spaces, access resources and activities and to take care of their own personal care needs. Children are taught the importance of hygiene. They learn to wash their hands to keep germs away throughout the day.

Children enjoy the frequent praise from staff for their efforts at being independent. This spurs them on to become even more independent.

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

The newly appointed manager demonstrates a clear vision for the setting.

She is enthusiastic and already has plans to further enhance learning experiences provided for the children. For example, she completes supervision sessions for staff and has begun to review the quality of interactions between staff and children. However, this is not yet well embedded.

The new manager has not yet had time to build on existing performance management procedures to help identify and swiftly address areas for development in staff's performance and practice.Children with special educational needs and/or disabilities are supported well. Staff identify any gaps in children's learning quickly and put interventions in place to support them.

Consequently, all children make progress.Staff provide many opportunities for children to enjoy fresh air and exercise. Children transition into the large garden and enjoy running, jumping and climbing trees.

They climb stairs and slide down slides, and enjoy riding on the bicycles and in ride-on cars. This supports their physical development.Staff encourage children to recognise their differences and similarities and what makes them unique.

For example, children explore their facial features in a mirror, comparing them to their peers and each creating a picture of their face. Older children take part in weekly French lessons and learn about different cultures.Children's early literacy skills are well supported throughout the setting.

Children listen intently as staff read traditional stories, such as 'Jack and the Beanstalk'. In addition, children plant seeds in pots. This supports the current seasonal planning of growth.

Children have good exposure to language. Staff create lots of opportunities to teach children new words during different topics that they cover in activities and singing. Younger children learn different colours, such as staff discuss colours during an activity with building blocks.

They ask children lots of questions during activities. However, staff do not always use skilful questioning techniques to encourage children to express themselves and develop their own ideas.Parents state that they feel that their children enjoy their time at the setting.

They say that their children have good relationships with staff and that their confidence has grown since attending the setting. Staff share information on the new electronic app with parents regarding the activities which children take part in and care routines. However, staff do not ensure that some parents know what their children's next steps in learning are or how they can continue this learning at home.

The management team gathers parents' views through daily conversations and questionnaires. This helps to highlight areas to develop and improve. Self-evaluation and action plans are used well.

The team now has a clear understanding and accurate evaluation of the quality of the provision.

Safeguarding

The arrangements for safeguarding are effective.The manager and staff have a good understanding of the signs and symptoms that might suggest a child is at risk of harm.

They know the procedures to follow and the people to inform if they have concerns about a child's safety or welfare. All staff have completed appropriate training. The deployment of staff is well organised to ensure that children remain safe.

Staff keep accident records, and these are correctly recorded and reported upon. They know what to do if they are concerned about other staff's practice and how to follow the whistle-blowing policy.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nembed existing performance management procedures to identify and address any areas of development in practice support staff to develop skilful questioning techniques to encourage children to express their own ideas and support their language development nenhance partnership working with parents, particularly in relation to sharing information about children's learning and development, to help parents to continue their children's learning at home.

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