La Petite Academy Ltd

What is it like to attend this early years setting?

Staff are attentive and welcoming as children arrive at the nursery. They quickly engage children in conversation, listening as children share their news and asking questions in response. This helps children to feel reassured. As such, they settle quickly and are keen to enter the room and greet their friends. Staff engage effectively with children, which supports their learning and helps them to progress. For example, staff encourage the youngest children to use spoons to feed themselves at lunchtime. This supports children's physical development and helps them to build the key skills they will need when they move on to the next stage in their learning.

Staff observe children carefully and are aware of their individual needs. This enables them to provide activities that engage children and keep them motivated. For example, staff in the toddler room plan a wide range of outdoor activities that help all children to have fun and develop their skills. Children persevere for long periods as they use water and brushes to create a 'magic painting'. They express delight as they reveal hidden pictures and use their developing language skills to attract attention by saying, 'Look!'. Staff support children well to play cooperatively. Children learn to share, take turns with toys and say 'thank you' when accepting a toy from a friend.

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

• Managers and staff have worked hard since the last inspection to make the required improvements. The curriculum has been reviewed to ensure that it is ambitious and helps all children to succeed and make good progress. Effective practice is embedded throughout the nursery, enabling all children to reach their potential and remain safe and healthy.
• Staff give good attention to promoting children's safety. They supervise children closely, enabling them to explore independently. Staff guide children to make positive choices when playing. For example, when older children use the climbing equipment, staff position themselves nearby and consistently remind them of the agreed rules. This helps to prevent accidents. Staff are highly vigilant when children are eating and sleeping. This supports children's well-being effectively.
• High attention is paid to training and development for staff. This focuses on areas that have the most impact on supporting children's learning. For example, support for children with special educational needs and/or disabilities (SEND) is highly effective. Staff use their knowledge and skills to implement appropriate support plans and engage swiftly with other professionals. Children with SEND thrive and achieve good outcomes.
• Staff make good use of snack and mealtimes to promote children's personal, social and emotional skills. Children learn to recognise their own needs. For example, they help themselves to drinks and confidently ask for more when needed. Older children competently use cutlery and learn how to cut their food using a knife. However, they are not encouraged to extend these skills by serving themselves.
• Parents speak highly of the nursery. They value how flexible staff are in helping their children settle, especially after the pandemic. Parents feel valued, as they are actively involved in children's learning. They share photos and information about activities at home, which staff display for children to see and discuss. Parents comment that staff go 'above and beyond' and help to prepare children well for school. Parents enjoy contributing when staff plan activities around family celebrations such as Diwali.
• Staff support children's health by providing regular opportunities for them to go outside and take part in physical play. Children show confidence and control as they climb, jump, balance and use wheeled toys. Staff actively join in with outdoor games to enhance children's enjoyment. However, they do not always help children to further their play ideas. For example, when children initiate a den-making game, they quickly lose interest, as they do not have access to resources to extend their play.
• Children delight in sharing books with adults. They independently select a favourite book and snuggle together to read the text. Older children demonstrate their understanding of familiar stories by recalling the main events and practising the language they have learned. Children are extremely proud of their 'family book' and beam with joy as they identify family members. Staff create meaningful opportunities for children to practise and extend their language and vocabulary.

What the setting must and should do next

The provider should:

• strengthen the planning and provision of outdoor activities to follow children's ideas and further support their learning and development
• review the organisation of lunchtime in pre-school to further support children's independence skills.