Little Adventures Nursery (Dudley)

What is it like to attend this early years setting?

Significant improvements have been made since the last inspection. Leaders have taken appropriate action to improve the security of the premises. Magnetic locking systems added to external doors help to prevent children accessing garden areas unsupervised. Staff deploy themselves effectively to ensure children are adequately supervised at all times. A new management structure has strengthened the oversight leaders have of staff practice. Effective training and coaching for staff has improved the overall quality of the care and education children receive.

Children arrive happily at this welcoming nursery. Staff greet families warmly and help children to settle quickly into the routines of the day. Staff have a genuine interest in children's contributions, and they engage enthusiastically with them. Nurturing staff provide a secure, comforting environment for babies. Individualised settling-in processes help families to build trusting relationships between home and the nursery. The calm, relaxed atmosphere promotes positive emotional development, helping babies to build strong attachments to their key persons. Staff encourage older children to express themselves, listen to one another and develop respectful relationships with their peers. Staff consistently model positive behaviour, which prepares children well for their next stage in education.

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

• Leaders have responded well to feedback and the actions set at the last inspection. There is a sequenced and varied curriculum that builds on what children already know and can do. However, this is not yet embedded into all staff's practice. Some staff do not implement effective planning that considers the children's individual needs and interests. What they want children to learn next tends to focus on activities. This affects the overall success at which the curriculum is taught.
• Children demonstrate an eagerness to learn. They concentrate on activities for a long time. There are some inconsistencies in the quality of staff's interactions with children. There are some staff that are confident and knowledgeable in how they can extend children's knowledge. For example, they ask open-ended questions and pause for children to critically think about their response. However, this is not seen consistently across the whole staff team. As a result, sometimes, children are not challenged enough to make the progress they are capable of.
• Leaders complete regular supervisions and observations of staff practice. They can accurately assess the quality of staff's teaching and offer constructive feedback. Staff say their well-being is a priority. Leaders provide incentives and recognition of staff's hard work with treat days and celebrations. As a result, there is a happy team that feels valued and works well together.
• Improvements have been made in how staff manage behaviour. Staff implement consistent messages that support children to understand how and why to behave well. Staff gently encourage children to listen and follow rules and boundaries, such as helping to tidy up. Children kindly tuck in their chairs as they get up from the table. Staff support children to resolve minor conflicts with their friends and share resources. This helps children to develop friendships and positive attitudes towards learning.
• Children enjoy healthy, freshly prepared meals and snacks. All dietary requirements are accounted for, and allergy management procedures are secure. Staff promote regular hydration, and children have access to fresh drinking water throughout the day. They follow hygienic routines and always wash their hands before eating food. Staff are attentive to sun safety and check the UV ratings before children go outside. All children apply sun cream before going to play in the garden. This promotes the good health of children.
• Leaders understand the diverse community they serve. They ensure that they offer all children access to rich and exciting experiences, such as sports activity programmes. Flexible sessions are available for parents who work at the nearby hospital. This inclusive environment builds strong connections with the local community.
• Staff sing and use actions to entertain children and support their early language. They talk slowly and clearly so that children can repeat new words. Staff support children with special educational needs and/or disabilities (SEND) well. They use signs like 'more' to help children's understanding. Staff work closely with other professionals to get the ongoing support children might need.

What the setting must and should do next

The provider should:

• support staff with planning and implementing the rich and varied curriculum, so that it is focuses on the individual needs and interests of children
• continue to monitor staff teaching practice and offer support so that all staff confidently extend and challenge children's learning to the highest level.