Little Oaks @ The Parish Rooms

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About Little Oaks @ The Parish Rooms

Name Little Oaks @ The Parish Rooms
Ofsted Inspections
Address St Margaret’s Parish Rooms, Church Road, Penn, Buckinghamshire, HP10 8EG
Phase Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Local Authority Buckinghamshire
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Children are happy to attend the nursery. They benefit from a wide variety of learning opportunities that staff plan to help them to achieve the next steps in their development.

For example, staff identify that children need support to develop their hand muscles in preparation for early writing. They plan a range of opportunities for children to practise handling tools, such as paintbrushes, scissors, tongs and pipettes. Children enjoy exploring these in their play, for example when they cut herbs to put into their potions.

Children demonstrate positive attitudes to learning. Staff notice that children are interested i...n sending thank you cards to their family after Christmas. Children concentrate well as they write cards, sticking stamps on them so that they are ready to send.

Staff take children on a walk to the local post box to post their cards. They teach children how to keep themselves safe, for instance by learning how to make sure that it is safe to cross the road. Children behave well.

They listen carefully and show a keen interest during group activity times, such as story time, singing and dancing.

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

Managers have a positive attitude to continual improvement. This is demonstrated when they reflect on their practice with staff.

They identify what they do well and areas for development. Managers have arrangements in place to support staff performance, such as through supervision meetings and peer observations. They ensure that staff have access to appropriate professional development opportunities.

However, at times, monitoring of the impact of professional development on staff subject knowledge is not fully effective.Staff develop strong links with other settings. For example, they visit other nurseries to share best practice.

They develop positive relationships with staff at schools that children transfer to. This helps to ensure a smooth transition for children when the time comes. Staff work closely with their colleagues in their partner setting.

This is illustrated when they plan transition visits before children move from one setting to the next. Children have an opportunity to meet their new key person. Staff also share information about children's learning and care needs.

Staff help children to develop a love of books. This is illustrated when they read stories to children. Staff dress up as the witch from 'Room on the Broom'.

They use props effectively to retell the story. Children demonstrate positive attitudes and become absorbed in their learning. Staff teach children the meaning of new words, such as 'magnificent', as they listen to the story.

Staff help parents to support their children's learning at home well. For instance, families have regular opportunities to borrow books from the nursery library.Children behave well and staff promote their positive behaviour effectively.

For example, staff set clear expectations during group times and reinforce these in an encouraging manner. They use phrases such as, 'Wait for your turn to shine!' to encourage children to take turns to talk in a small group. Staff use singing well at routine times of day.

This helps children to prepare for the next activity in a calm manner.Staff teach children the skills that they need to help them become successful independent learners. For example, at snack time, they teach them to butter their own cracker and cut their own fruit.

At forest school activities, children learn to manage risks, for instance when they learn to climb trees and toast marshmallows safely on the fire.


The arrangements for safeguarding are effective.Managers ensure that staff keep their safeguarding knowledge up to date.

For instance, they test staff knowledge regularly through safeguarding quizzes. All staff have a strong understanding of how to deal with concerns about children's welfare. They are familiar with local multi-agency safeguarding arrangements.

They have a good understanding of the signs and symptoms that may indicate that children are at risk of harm. Staff teach children how to keep themselves safe effectively. For example, during forest school activities, they teach children rules and boundaries for using tools and equipment.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nimprove monitoring of staff practice to ensure that professional development is fully effective in improving staff knowledge and raises the quality of teaching to the highest level

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