Little Cherubs Solihull

What is it like to attend this early years setting?

Significant improvements have been made since the last inspection. Leaders are passionate about continuing to embed the changes into everyday practice. The safety of the building has improved greatly. There is a new fire detection system and new fire doors throughout the building. Leaders respond well to feedback. They have adapted the layout of the rooms so that it reduces the evacuation time for children if there is an emergency. Nappy changing facilities are hygienic, and toilets are in working order. Risk assessment is effective, and there are no hazards. As result, children learn and play in a happy, safe environment.

Staff implement effective planning for what they want the children to learn next. This is specific to the children's interests and covers all areas of learning. Staff encourage children to be independent. Children thoroughly enjoy helping their friends to lay the table at mealtimes. Staff support children to accurately count how many sets of cutlery they will need for their table. Staff gently implement rules and boundaries. They support children to resolve minor conflicts and understand the impact their actions may have on others. As a result, children are developing useful responsibility skills and are being well prepared 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. They have implemented a lot of change. All staff have completed safeguarding training and improvements in their understanding of the correct procedures to follow in the event that an allegation has been made. This helps to keep children safe should any concerns arise.
• Leaders support their team well. Staff say they feel supported in their roles. Leaders complete regular supervisions and observations of staff practice. They can accurately assess the quality of staff's teaching and offer constructive feedback. Improvements have been made in the implementation of new planning and the development of a broad and ambitious curriculum.
• Staff make good use of songs and stories to support the children's developing language. They encourage the children to share their ideas and use their imagination. However, it is often children who are confident to communicate that respond and speak the most. This sometimes limits the amount of speaking practise that children with gaps in their language skills have.
• Older children are curious and keen to learn. They confidently move around the spaces and find what they want to play with next. However, sometimes, the youngest babies spend a lot of time being held or in the lap of staff. This restricts how much they can explore their environment and engage in learning.
• Parents speak positively of the changes made. They say their children are developing well in a range of areas. Parents appreciate the flexibility and support offered by leaders. They say the staff are very approachable and share regular updates about their children's progress. This collaborative partnership supports the children to develop both in nursery and at home.
• Children are learning about healthy lifestyles. They all enjoy daily fresh air and physical play. Meals and snacks are healthy and nutritious. Fresh drinking water is available, and hand hygiene practice is embedded into the routines of the day. Strategies for allergy management are secure. This supports the children's overall good health and well-being.
• Staff are good role models and are kind. There are clear close bonds between the staff and children. Staff gather valuable information from parents before the children start. This helps them to get to know the children very well. Children approach staff for cuddles and reassurance if they need it. Staff respond with warmth. As a result, children demonstrate they feel safe and secure in their care.
• Staff regularly assess children's progress and share these updates with parents. They quickly identify any areas of concern and work with other professionals if needed. This helps to get the children any early or ongoing support they might need.

What the setting must and should do next

The provider should:

• support staff to recognise the individual needs of the children, particularly to give the quieter children the opportunity to share their voice and ideas
• consider and plan for the learning needs of the youngest children more closely, so they can maximise their learning time.