Little Badgers Child Care

What is it like to attend this early years setting?

Staff build strong, trusting relationships with children. They create a calm, purposeful environment, where children feel secure and respected. Staff warmly welcome children into the setting. They know children well and have good knowledge of their backgrounds, families and individual experiences. Prior to children starting, staff find out about children's needs and discuss children's development with parents. Settling-in visits help children to adjust to attending the setting.

The curriculum gives children a strong foundation for future learning. Children develop a love of books. They enjoy looking at them on their own or with a member of staff. Staff talk to children about the pictures. They help children to talk about what they can see. They pause at intervals so children can recall what happens next.

Children are curious and motivated to learn. Staff support children to focus on activities and give praise when they learn new skills. Staff are positive role models. They show respect to the children as they ask permission before they check whether they need to change a nappy. They guide children's behaviour through gentle reminders and diverting their attention elsewhere. Children behave well.

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

• The provider made a notification to Ofsted. However, this was not within the required timescales for notifying Ofsted of significant events. The provider now appreciates what she needs to do in any such future event.
• The provider has a curriculum that is based on the needs of individual children. She works closely with staff. She models how to interact with children. Good support is offered to staff through regular supervision and observations of their interactions with children. This helps to identify areas of practice that need development to enhance staff's knowledge.
• The provider supports parents to access funding that they may be entitled to, such as early years pupil premium. They ensure children's specific needs are met. Funding is used appropriately for children. For example, additional experiences are provided that children may have missed out on.
• Children who speak English as an additional language and those who need support with their communication and language development make good progress from their starting points. Staff interact well with children, they get down to their level and join in with their play, narrating what is happening.
• Staff ensure children's physical well-being is well supported. Children engage in energetic outdoor play. They take safe, controlled risks that strengthen their balance and coordination. For example, when they come down a slope on a balance bike. Staff join in with children's play. For instance, they give children directions to run round different coloured cones. They encourage children to smell the herbs that are growing. This promotes conversations about the plants.
• Staff promote opportunities for children to learn about the local community. They have regular outings where they visit places, such as the church, library and museum. They have walks by the river. Staff have helped children to understand about being kind to others. They have delivered random acts of kindness to local people.
• Although the learning environment is very well planned, a lack of consideration has been given to how all children access it. This means that occasionally non-mobile children have difficulty in accessing appropriate space and resources that meet their needs.
• Overall, staff deployment is effective. Staff engage with children as they play and extend their learning. However, there are times that staff do not fully support all children. This is because, on occasion, staff are busy with routine activities, such as organising handwashing or clearing away after snack. When this happens, there are babies that are not engaged in meaningful learning activities.
• Children are prepared well for their move to the on-site school nursery. Children visit the school nursery prior to starting. Staff have ongoing transition meetings with school nursery staff. This helps children to make a smooth transition when the time comes.

What the setting must and should do next

The provider should:

• review the arrangements for accommodating non-mobile children so that they access appropriate space and resources at all times
• strengthen the quality of staff interactions with children, to fully support each child.