Little Beans Daycare Limited

Inclusion: Expected standard

Leaders and staff swiftly identify children's needs. They take suitable action to put support in place and seek specialist intervention where needed. Leaders ensure that children are carefully assessed on entry to the setting. They are quick to identify potential barriers and to take action to reduce them. For example, leaders seek advice from speech therapists at the first sign of delays in communication. They ensure that necessary support continues. For instance, leaders offer daily speech sessions with their own staff when specialist sessions end.

Leaders continually monitor the progress of all children with special educational needs and/or disabilities. They have an overview of their provision every day and are highly involved with children. Leaders check that the interventions that they put in place are having an impact by exploring the progress that children make. They use funding suitably to support children, such as by providing specific resources, and review this spending regularly. Leaders ensure that key staff are supported to develop suitable targets for children to support their ongoing development. They know how to work towards these. However, wider staff are not consistently familiar with children's specific individual needs and what can be done to support them. For example, they do not always use the tools that are in place to prepare children for changes. This means that necessary adaptations are not consistently made by all staff.

Curriculum and teaching: Expected standard

Leaders have developed a clear and cohesive curriculum. It places children at the heart of their learning experiences. Children receive a broad and balanced offering. Staff prioritise children's personal, social and emotional development highly. They develop close attachments with babies and children. Staff ensure that children's families are reflected in the setting and that everyone feels included. This helps children to learn about themselves. Children develop physical control as they move adventurously on bicycles and scooters in the garden and use pencils to mark make. They develop their communication skills through regular engaged discussion with staff. For example, staff ask about travel, and children enthusiastically talk about their experiences.

Achievement: Expected standard

Across the setting, children make steady progress from their starting points. Children persevere and keep trying, such as when learning to write their own names. Their independence develops as they meet their own needs. For example, children put on their own shoes and wipe their noses.

Children grow in confidence and work together well. For instance, they carry chairs together to put them away. Typically, children's communication skills build rapidly. Babies share their basic needs with simple sign language. Children confidently ask for the things that they need once they are in the pre-school room. They are included and valued. This ensures that children generally develop the skills that they need to progress on to their next stages in learning, including school. Babies explore their environment with confidence, such as jumping to pop bubbles with joy. They babble enthusiastically as they eat their lunch and start to repeat key phrases modelled by staff.

Behaviour, attitudes and establishing routines: Expected standard

Leaders have established a positive environment in which staff have clear expectations for children's behaviour. Staff use praise to build children's self-esteem and a love of learning. For example, they congratulate children on their mark making, with children responding by saying they did their 'best'. Relationships between staff and children are warm and responsive. Staff know their key children well and use this knowledge to adapt their approach, such as with different arrival routines. This ensures that all children are included. Staff support children well to share and take turns. For example, when they become upset in a game, staff help them to negotiate and solve the problem.

Staff nurture children's independence from the youngest age. For example, babies use cloths to wipe their tables after lunch, and pre-school children serve themselves. Leaders promote positive attendance. They work with families to ensure that they are prompt for sessions so that children do not miss out on valuable learning, such as in circle times. Staff are conscious of children's changing needs. For instance, babies start to become restless during a singing session, so staff introduce some puzzles. This means that children retain their attention and interest. At times, children wait too long, such as when lunch is served. Although children stay engaged as staff entertain them, they are kept seated for long periods. This can restrict babies' movement, and older children lose focus when waiting.

Children's welfare and wellbeing: Expected standard

Staff promote children's welfare and wellbeing effectively. They create an environment where children typically feel safe and secure. Staff are generally attentive to children's care needs. For example, staff get a tissue and prompt children to wipe their own noses. Staff identify when children need emotional support, such as noticing when they have struggled with friendships. Children learn about their emotions as staff empathise with them. They help them to recognise and name their feelings, before helping them to work out ways to help themselves. Children learn how to keep themselves safe. For example, they learn about sun safety. Staff talk with them about their understanding of how sun cream protects them, and they know why they need a hat. Babies and children sleep safely in comfortable and calm separate rooms. They are well supervised by attentive staff.

Mealtimes are well managed, with staff supervising children attentively. Babies generally receive encouragement to try new and adventurous foods. Staff enthusiastically discuss the foods they are trying and the textures they might feel. Typically, staff carefully support each child's weaning journey. They communicate regularly with parents and carers and ensure that they provide adapted food. Staff regularly support parents to develop their understanding of infant nutrition. For instance, they help them to work out when and how to start with weaning.

Leadership and governance: Expected standard

Leaders are passionate about the ongoing development of the setting and their role in the local community. They are continually reflective and adapt the provision to suit the needs of the children who attend. Leaders have developed their own 'toolkit' for ongoing improvement, which helps them to evaluate their offer. When areas for development are identified, they typically take suitable action. For example, leaders have recently introduced clearer systems for record keeping. Staff value the support that they receive from leaders. They feel they care about their wellbeing and help them to deliver the best possible experience for the children. Apprentices are well supported by leaders who nurture their ongoing career development.

Leaders have developed a culture of close collaboration between staff. Staff continually liaise and support each other. Leaders carefully monitor staff workload. Leaders provide regular training and development opportunities for staff. For instance, recent training in meeting babies' needs has had an impact. Staff are now consistently prioritising babies' communication, and they are developing their skills rapidly.

Parents and carers typically value the involvement that they have in their child's settling-in process. Leaders adapt the process to meet the needs of children and families. Parents receive regular communication from leaders and staff. Leaders provide social opportunities for their families. For example, they hold children's movie nights, Saturday play sessions and parents' evenings. These events help parents to feel involved in the setting's community.