Little Nippers Preschool

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Staff ensure the pre-school is safe and secure. However, the leadership and management team has not provided Ofsted with all the necessary information about new committee members to enable them to complete the required suitability checks. Nevertheless, staff greet children warmly as they enter the pre-school.

This helps children to settle quickly and select an activity of their choosing. Children develop high levels of concentration during planned group times and activities. Staff praise children when they are considerate to friends and help children learn how to share resources.

Staff encourage children as they say 'good... thinking' as children use their problem-solving skills to answer questions.Children listen intently to staff instructions as they explore musical instruments. Staff encourage them to use their listening skills as they play a selection of instruments.

Children are encouraged to tap out a steady beat in time to the music and dance rhythmically to songs. Children twirl scarves and smile with delight as they harmoniously play and dance with their friends. Children explore the inviting garden.

Staff support children to balance and move their bodies as they cross an obstacle course and use stilts to walk across the grass. Children develop their small hand muscles as they delve into the sand and fill containers. They develop these muscles further as staff help them to balance bricks and build towers.

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

The leadership and management team has not shared all the required information with Ofsted about new committee members. Therefore, Ofsted has not been able to complete suitability checks to ensure these committee members are suitable for their roles. However, this does not have a significant impact on the children, as these members do not have direct, unsupervised contact with them.

The manager and her staff have developed a programme of learning for the children that is ambitious and relevant. This helps to prepare children for the next stage of their education. For example, staff support children to build their independence skills.

They encourage children to select their own snacks and independently pour their drinks.The experienced and passionate manager ensures that she supports staff through regular supervision and one-to-one sessions. She monitors staff practice effectively and helps them improve on any weaknesses.

Staff are encouraged to reflect on their practice and build their knowledge and skills. Staff speak about the positive and supportive working environment. They comment that they feel supported by the manager and are happy in their roles.

Staff generally support children's communication and language well. They read stories and sing songs with the children to help them develop new vocabulary.However, staff do not always correct children's pronunciation or use of words.

This means that children do not always hear or use correct vocabulary.Staff help children build on their previous experiences, as they take them on outings to explore the local community. Children learn to buy fruit from the local market stall and visit a local residential home.

This helps children to learn more about others and builds their confidence and social skills.Staff support and praise children's positive behaviour. Children learn to listen to instructions and are respectful to the familiar and warm staff.

They thrive as they follow daily routines. For example, children fetch a mat and sit down for group time. As staff blow a whistle, they line up to go inside.

Children hold up a sign to indicate they need help with their lunch.Parents and grandparents speak warmly of the 'joyous and welcoming' setting. They receive daily feedback on their children's progress and compliment the staff for the support they provide.

Parents state staff help them with any concerns regarding their child's development.Children with special educational needs and/or disabilities (SEND) receive high levels of support. The special educational needs coordinator has a deep understanding of each child's individual needs.

Staff work effectively with other professionals to ensure children get swift outside support when needed. This means children with SEND are progressing well.

Safeguarding

The arrangements for safeguarding are effective.

The manager and staff are confident in their knowledge of how to safeguard children. They understand the signs and symptoms which indicate a child is being abused. Staff receive a thorough induction when they commence employment at the pre-school.

They regularly attend training courses and staff meetings that inform them of any changes to local safeguarding concerns. The staff understand how to escalate and report child protection concerns, including how to manage allegations against another member of staff.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: support staff to consistently use and model words correctly to develop children's language skills.

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