Little Hands Nursery School - Linton & Bartlow

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About Little Hands Nursery School - Linton & Bartlow


Name Little Hands Nursery School - Linton & Bartlow
Inspections
Ofsted Inspections
Address Three Hills Farm, Bartlow, CAMBRIDGE, CB21 4EN
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Cambridgeshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children arrive at the setting happy and eager to play and explore. They are highly engaged in the activities on offer. Children select activities that interest them from the range of easily-accessible resources, which allows them to guide their own play.

Children express an interest in Father Christmas and presents. Staff respond to this and provide the children with wrapping paper, tape and scissors. Children decide to use the junk-modelling box to find resources to make presents for under the Christmas tree.

They excitedly wrap and then unwrap the presents. Children gravitate towards the staff and demonstrate that t...hey enjoy interacting with them. They show the staff what they are doing and talk about things that interest them.

Babies show staff the dolls they are playing with and babble as they imitate adults and strap the dolls in the high chairs. Older children talk about their home lives as they make Christmas decorations. They talk about the decorations they have at home.

Children are very content in the setting and confidently explore the environment. Children are supported to acquire new language and use this to communicate with staff and their peers.

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

Staff place an emphasis on children's mathematical development and provide numerous opportunities for children to acquire and use mathematical language.

Children demonstrate learning in these areas by confidently counting objects, using mathematical language, and correctly answering mathematical questions.Children with special educational needs and/or disabilities are supported to make good progress. The setting ensures children receive the support they need.

The setting works with other professionals to access what the children need, complete referrals and hold relevant meetings.Parents give very positive feedback of the setting and talk about the 'amazing' staff and how they support the children to enjoy attending the setting and make good progress. Communication between the setting and parents is effective.

Parents explain the setting communicates with them in a variety of ways, and they feel well informed about their child's learning and development.All children are supported to make good progress. Their key person has an in-depth knowledge of the individual child, how they are doing, what progress they are making and the next steps needed to further enhance the child's learning.

They confidently talk about their key children and demonstrate they take time to get to know each child and work with them to make good progress.Staff use a variety of teaching methods when interacting with children. They narrate children's play and activities, effectively question children and pause and allow them time to respond.

Some staff demonstrate high-quality teaching skills. However, this is not yet the case throughout the setting.Leadership is strong.

The manager has a clear vision for the setting, and they strive to continually improve. Staff are well supported with regular supervisions, management observations and training.Children are encouraged to be independent.

They put their own coats on to go to the garden, pour their own drinks at mealtimes and prepare their own snacks.

Safeguarding

The arrangements for safeguarding are effective.Staff have good knowledge of safeguarding, including wider safeguarding concerns.

They are able to confidently talk about what they would find concerning, and the signs of different types of abuse. Staff understand their responsibilities to safeguard the children and keep them safe. All staff are able to explain what they would do if they had a concern about a child.

The setting's designated safeguarding leads are confident in their role and work together to deal with any concerns that are raised. Robust vetting procedures and checks on staff's ongoing suitability are in place to ensure those working with children are suitable to do so.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: find ways to raise the quality of teaching to a consistently high level so that this further improves outcomes for children.


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