Little Imps

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children feel happy and safe in this warm and welcoming environment.

They separate confidently from their parents when they arrive and are greeted warmly by staff. Staff develop strong and nurturing relationships with children. They readily give children cuddles and affection.

This helps children to settle in well and feel safe and secure.The manager and staff plan a broad and ambitious curriculum for children. Overall, staff are clear on how to support children's learning and development.

They know children well and plan accordingly for their needs and abilities. Staff plan exciting and creative learning acti...vities that are based on children's individual interests. For example, staff take children on autumn walks.

They collect conkers to bring back to the setting. Staff use these resources to extend children's knowledge of the change in seasons. This helps children to become successful young learners and make good progress in their learning.

Children behave well. Staff are positive role models and have high expectations for children's behaviour. Children understand the routines of the nursery and what is expected of them.

Staff regularly praise children throughout the day, recognising their good behaviour. This helps to build children's self-esteem and confidence.

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

Children with special educational needs and/or disabilities are very well supported.

Staff implement what they have learned from training and outside agencies, such as speech and language therapists, to plan activities. For example, children enjoy taking part in small-group activities to help develop their speech. Parents praise the impact the setting has had on their children's progress.

The manager works hard to ensure that there are enough staff to meet children's needs. Children enjoy weekly focused circle times in smaller groups to give them targeted support. However, staff are not consistently deployed as effectively as possible.

For example, on occasion, during free play, some children go without purposeful interactions from staff. This means that children do not consistently receive support to extend their learning.Partnership with parents is strong.

Parents comment that staff are welcoming, friendly and caring. They praise the regular feedback they receive verbally and through online communications. Managers and staff invite parents to special events, such as Easter and Christmas celebrations.

Parents are grateful for the support and advice they receive from staff to support their children's development at home.Children are highly independent from a young age. Staff consider the learning environments to enable children to make independent choices in their play.

Children confidently wipe their noses, wash their hands and pour their own water throughout the day from a large jug. This prepares children well for their eventual move on to school.Overall, staff support children's communication and language skills well.

They hold conversations with children during their play. For example, during circle time, staff engage in back-and-forth conversations with children about how caterpillars turn into butterflies. However, some staff are not as confident in their interactions with children.

For example, they do not use daily activities, such as mealtimes, to engage children in conversations.The manager and staff understand how important it is for children to have fresh air and exercise every day. Children have access to a well-equipped outdoor area that offers them an abundance of opportunities.

For example, children develop good physical skills as they run with confidence, ride bicycles and manoeuvre around obstacle courses together. Children show high levels of engagement as they enjoy using pans, funnels and jugs to fill and empty water.Children enjoy exciting activities that enhance their love of reading.

For example, staff provide props for children to re-enact their favourite story of 'Goldilocks and the Three Bears'. Children giggle with delight as they chase Goldilocks through the pretend forest.Staff speak positively about the manager and say that they feel valued, supported and content in their roles.

There are strong recruitment and induction processes in place. This ensures that staff are suitable and have completed all essential training prior to starting in the setting. Staff receive yearly appraisals, team meetings and ongoing training.

Safeguarding

The arrangements for safeguarding are effective.All staff have a good understanding of safeguarding and their individual responsibilities to protect children. The manager and staff attend regular safeguarding training and understand the possible indicators of abuse.

They understand the signs and symptoms to look for that may be a cause for concern. Staff know the procedures to follow should they have any concerns about a child or if an allegation is made against a colleague. The manager follows safer recruitment procedures and makes checks to ensure staff's ongoing suitability to work with children.

The setting is safe and secure. The manager and staff ensure that the environment is safe for children to play in.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: review staff deployment to help staff make the most of all opportunities to build on children's learning support all staff to use opportunities throughout the daily routines to engage children in meaningful discussions to extend their learning.