Little Elms Daycare Catford

What is it like to attend this early years setting?

Children are happy and settled in their well-organised and welcoming learning environment. Older children build strong friendships. They play cooperatively while playing imaginative games in the home corner or during outside play. They develop good social skills as they negotiate and take turns well. Babies and toddlers show secure bonds with staff as they seek comfort or support. Babies enjoy lots of cuddles and settle quickly when they begin, helping them to feel safe and secure. Children are well behaved. They actively follow daily routines such as helping to tidy away toys and helping to set up for lunch.

Children enjoy being creative. Toddlers actively explore play dough as they roll it in their hands and tell staff they have made a sausage. They develop their physical skills as they make good attempts at using handheld tools such as rolling pins and cutters. Staff extend children's vocabulary well by introducing new words as they talk about the 'sparkly' dough and ask children if they can roll it flat. Children learn early mathematical skills as staff talk about 'big' and 'small' pieces of dough. Children recognise the different animal-shape cutters and keenly join in making animal sounds and singing songs about animals. Children concentrate well during this well-planned activity which successfully promotes their learning and development.

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

• Staff implement effective teamwork throughout the day. They check ratios are met before taking small groups of children outside, for example. They also work calmly and swiftly together when unexpected events occur, such as children becoming unwell. This ensures that children's health and safety is successfully promoted.
• Staff have recently made improvements to strengthen their understanding of risk assessments and supervision of children, especially regarding their end-of-day routines when staff are handing over children into the care of other staff. This ensures better communication regarding staff's responsibilities and information to share with parents at collection times.
• Staff support children who have emerging additional needs very well. They work closely with parents to share information and initiate assessment processes. Staff are calm and know the best ways to respond to children's behaviours, for example if they are upset. They use signs and picture cards to aid communication. As a result, children who have additional needs join in activities well and have made good progress from their starting points.
• Children enjoy lots of stories read by staff throughout the day. They listen well, following the storyline, and keenly answer questions about the book. However, staff could do more to plan and organise group sessions better, especially for babies, to fully enhance children's learning experience.
• Older children develop good personal independence. They use the bathroom independently and know to wash their hands before meals. They confidently put on their coats and line up to go out to play. During mealtimes, they make choices of foods they like to eat and confidently pour their own water. They make choices during play, promoting their learning independence and helping them feel well prepared to move on to the next stage of their education.
• Although staff complete risk assessments to minimise any safety risks to children, checking of resources such as books is less robust. As a result, some books in all group rooms are worn or torn. This decreases children's enjoyment of looking at books and early reading skills.
• Parents say that communication is good. Staff share lots of information on an online app and chat at collection times, so parents know all about their child's day. Parents say their children's language and communication skills have improved, as staff sing lots of songs with them. They value that staff support their children's individual needs and feel their children are prepared to move on to school.
• Effective key-person systems are embedded in staff's practice. Staff know children well and continuously monitor their progress. They plan activities that focus on children's individual learning needs and interests. As a result, children are making good progress in their learning and development.

What the setting must and should do next

The provider should:

• strengthen the planning of group sessions, especially for babies, so they are more focused and organised to fully enhance children's learning experiences
• review risk assessments of resources to ensure books in all group rooms are in good condition to promote children's ongoing interest and enjoyment of books.