Little Trolls Day Care Ltd

What is it like to attend this early years setting?

Children are extremely happy and excited to attend this setting. They affectionately run up to staff, who greet them with cuddles on arrival. Children remove their outdoor shoes and put on their slippers before eagerly engaging in play. Staff create a happy, safe space where children feel confident to express themselves. Children interact kindly with their friends, supported by staff who play alongside them.

Staff plan an engaging curriculum that supports development in all areas. They provide a careful balance of adult-directed and child-led play, providing time for children to follow their own interests. Toddlers react with excitement, saying 'Wow' when they see the ingredients to make play dough. They explore different textures as they mix the dough with their hands. They pretend to make pizzas and staff extend their learning by asking about their favourite toppings. Staff plan activities for pre-school children around a weekly book focus. Children recall the key events of the story to visitors. They confidently describe how Goldilocks tasted the three bears' porridge, explaining that Daddy bears' porridge was too hot, Mummy bears' was too cold but Baby bears' was good.

Children with special educational needs and/or disabilities (SEND) make good progress. Staff complete assessments of all children to identify any gaps in learning and development. They work with parents and other professionals to ensure children who need it receive early support. Leaders access additional funding, which they use to employ extra staff, provide free meals and purchase resources that benefit the specific children it is allocated for. Furthermore, staff plan daily one-to-one and small-group interventions to help children reach their developmental targets.

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

• Communication and language development is a key focus area for staff. Staff complete speech and language assessments of all children. They plan activities to develop children's communication skills and seek specialist advice when needed. Children talk enthusiastically to visitors about what they enjoy doing at the setting. They talk about playing with their friends, riding bikes in the garden and going on walks to the local park. They describe how staff keep them safe on outings and the rules they must follow.
• Children's behaviour is good. They follow the rules of the setting, show kindness to their younger peers and share and take turns with their friends. Staff support toddlers to learn how to label their feelings as they play. During circle time, pre-school children listen as their friends express how they are feeling and wait for their turn to talk. Staff encourage children to elaborate on their answers and provide time for children to think and respond.
• Staff create a warm, nurturing environment where children feel secure. Babies and toddlers enjoy cuddles with their key persons when they feel tired. They follow familiar bedtime routines, settling off to sleep as staff soothe them with lullabies and soft lights. Staff ensure that safe sleep procedures are followed and children's daily routines are shared with parents.
• Staff provide healthy, nutritious meals for all children, encouraging them to taste a variety of different foods. They have robust procedures in place to safely manage children's allergies and dietary needs. Children talk to visitors about how much they enjoy the food and often go back for seconds.
• Leaders provide flexible hours to support parents' commitments. Parents talk positively about the setting. They say their children love attending and are thriving in the enriching, family-orientated environment created by staff. Parents describe the staff as friendly, dedicated and professional. They talk about how heart warming it is to see their children so happy in the staff's care.
• Leaders provide support and guidance to their staff team, resulting in a happy and focused workforce. They identify and organise training and professional development for staff. However, they do not always monitor the impact of this training effectively to ensure that all staff's knowledge is securely embedded in everyday practice.
• Leaders and staff are currently working together to further develop the sensory room at the setting. They are combining their knowledge and experience to develop a calm space to support children's emotional regulation.

What the setting must and should do next

The provider should:

• monitor the impact of training and professional development opportunities to ensure staff's knowledge is secure and learning is embedded in their daily practice.