Little Nipperz Chelmsford

What is it like to attend this early years setting?

Children are happy, content and self-assured. They relish a wide range of exciting learning opportunities, such as outdoor play in the rain. Children frequently initiate their own learning. They show great focus as they explore water and mud, using descriptive language they describe the water as 'dirty' and 'slimy'. Children are very aware of the impact of their behaviour. They wait patiently for their turn to run into a puddle, to avoid splashing others. Children consistently show that they have a superb understanding of the rules in place when they come in and take off their wet boots, coats and trousers. Children make friends easily and show kindness to each other, staff and visitors. When adults sit at their table, young children quickly offer them a piece of their dough and demonstrate how to use a rolling pin. Children have fun learning about shapes and can identify these in the environment. They are excited and confident to contribute during group time and recall that there are shapes called circle, triangle and hexagon. Children show high levels of respect as they talk to others, asking their opinion, sharing ideas and making plans together, for example when acting out going on a bear hunt. Children proudly talk about getting a sticker from staff because 'I did things all for myself'.

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

• The providers demonstrate a drive and determination to make improvements in the service they provide. Since the last inspection, they have ensured that their own and staff's knowledge and understanding of safeguarding issues are good. Staff have regular supervision meetings and opportunities to undertake training that helps improve learning outcomes for children. Effective risk assessments and daily checks help to ensure the safety of children at all times.
• The providers demonstrate a clear understanding of what they want children to learn. They ensure that ongoing planning is implemented, consistently meeting the individual needs of all children attending. Learning opportunities are well thought through and interesting to children. Staff encourage children to identify shapes and talk about what they look like. They take every opportunity to reinforce this learning and frequently check in with children to find out if their knowledge and understanding have increased.
• The manager and her staff have risen to the challenges that COVID-19 (coronavirus) has presented. They have successfully implemented and embedded new initiatives that ensure children's progress is closely tracked, and planning is adjusted to meet their needs effectively. Staff model and introduce new language for children to hear. When a child mispronounces a word, staff repeat it so they can hear the correct pronunciation. Staff speak clearly to children and, at times, use basic sign language to support their understanding.
• Staff consistently build children's confidence, recognising their achievements, saying 'well done', 'good job' and 'I am proud of you'. Children respond extremely well to this positive reinforcement.
• Children are provided with a wealth of opportunities to explore and understand their emotions. Staff use pictures of a wide range of symbols and books as prompts for children to think about, discover and discuss how they are feeling.
• The provider is well organised and all the required documentation is in place. This helps to promote the safe and efficient running of the pre-school. All information is regularly updated, helping to meet the requirements of the 'Statutory framework for the early years foundation stage'.
• Children show high levels of independence and an eagerness to learn. They know how to use the toilet, wash and then dry their hands before going back into the playroom. Older children carefully scoop water into containers to fill their wheelbarrow. They show great balancing skills as they push it over uneven ground to the other side of the garden. Children thoroughly enjoy the praise they receive for this achievement. Staff encourage children to test different ideas. As they throw and drop small toys into a puddle, children discover if they float or sink. With glee they quickly tell everyone around them 'it's floating'.
• Communication with parents is good. Staff regularly share information on children's progress and work closely with others to support children with special educational needs and/or disabilities. However, the providers have not yet fully developed ways to share the most up-to-date information about children's ongoing learning.
• Information about children's starting points is not always used effectively by staff in order to plan what children need to learn from the start.

What the setting must and should do next

The provider should:

• develop further the good communication systems in place with parents, to constantly share accurate information about how they can support their child's learning at home
• strengthen the use of information provided by parents, in order to plan more effectively for what children need to learn from the start.