Little Hands Daycare Amblecote

What is it like to attend this early years setting?

Children thrive in this welcoming, safe and secure environment. They are happy to leave their parents and carers and are eager to join in with their learning. Staff meet their care needs in a calm and responsive manner. For example, they change children's clothes and nappies. They offer babies comfort and reassurance when needed. This demonstrates strong attachments and a secure understanding of each child's routine and preferences.

The exciting and engaging curriculum is well sequenced and builds on children's interests and next stages of learning. For example, children show an interest in the worms they find as they dig in the soil. Staff extend this learning by introducing 'worm spaghetti' in a later activity. They incorporate mathematical language by discussing the long and short worms, or exploring which worms are heavier or lighter. Babies are interested to see what is in the sensory boxes. They show curiosity as they investigate, exploring the contents and using their coordination and fine motor skills to examine the items they take out.

Children behave well. They share, take turns and follow instructions. Staff support them in managing their emotions by discussing feelings and modelling calm responses. As a result, children become confident and secure in their surroundings, often inviting staff and inspectors into their play. Staff offer children regular praise and encouragement, which boosts their self-esteem.

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

• Leaders and staff are passionate about providing every child with high-quality early education. They hold regular supervision sessions to set targets and support staff's well-being. Leaders have an extremely strong commitment to training and enhancing staff's expertise. This supports staff to continually improve their practice and interactions with children.
• Staff consistently promote communication and language throughout the setting. They engage children in meaningful conversations, introduce new vocabulary and model clear pronunciation. Targeted communication programmes help younger children to develop their listening and speaking skills, while older children build their social and communication skills by chatting with friends in a tent. During story time, staff read with enthusiasm, keeping children engaged as they join in with repeated phrases and actions, which further supports their language development.
• Children engage in a wide range of activities that support their learning across all areas of development. For example, babies build core strength during supported tummy time. Toddlers develop independence by self-serving their lunch. Pre-school children strengthen their pre-writing skills by manipulating dough and making marks with paint. However, at times, staff do not fully consider how the environment affects children's learning. High noise levels and overcrowded activities can limit children's ability to fully engage and achieve the outstanding outcomes they are capable of.
• Children with special educational needs and/or disabilities or those who may require additional support are identified early. Staff work closely with outside agencies and parents to ensure children receive the support they need, including help with transitions to school. Leaders use any extra funding appropriately to meet the needs of children.
• Staff actively promote healthy lifestyles. Children enjoy nutritious menus tailored to their individual dietary needs and have constant access to fresh water. They spend time outdoors each day, benefiting from fresh air and physical activity. Staff teach children about sun safety as part of learning how to care for themselves and stay healthy. Visiting sports and music professionals lead sessions that promote physical exercise and reinforce the importance of a healthy lifestyle.
• Children benefit from strong links with the local community. They take part in intergenerational dance sessions with older adults, join local litter-picking initiatives and support food and baby banks. Visitors to the setting, such as the 'animal man' and the local authority road safety team, further enrich their experiences. These opportunities help children to broaden their knowledge and understanding of the world around them and develop a sense of community involvement.
• Partnerships with parents are a key strength of the setting. Parents value both the setting and its staff, and they feel their children make excellent progress in their learning. Staff communicate effectively with parents through verbal updates and an online system. The setting invites parents to attend sessions that support children's development, such as toilet training and school readiness. Parents also take part in stay-and-play sessions, giving them the opportunity to observe and engage in how their children learn.

What the setting must and should do next

The provider should:

• review further how staff organise daily activities to ensure that children gain the most from the learning environment and the opportunities available to them.