Adorable Childcare Nursery Ltd.

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Staff provide a calm and caring approach that supports the emotional well-being of all children.

However, leaders and staff do not effectively plan for the unique needs of each child, which often results in their disengagement during play and learning, particularly older children.Children have various opportunities to engage in activities that staff prepare before their arrival. However, some areas of the learning environment are not well-organised.

For instance, resources and toys used for role-play and arts and crafts materials are either missing, mixed up or not easily accessible. Despite these weaknesses, children for...m affectionate relationships with both staff and their peers. They confidently explore the nursery and initiate their own play with the available resources.

Staff are kind and caring, always attentive to the needs of the children. For instance, when children want to change an activity, staff help them set it up. Staff praise the children's achievements, which helps to build their confidence and encourage good behaviour.

Staff effectively manage minor disputes related to sharing and turn-taking. As a result, the children behave well and feel secure with the staff. Older children demonstrate responsibility by managing their personal care needs, such as washing their hands before meals and tidying up after themselves.

Children also have opportunities for regular visits to local community spaces, such as parks and walks to shops, which enables them to learn more about the world around them. While children are making some progress in their learning, it is not yet at the level of their full potential.

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

Staff understand children's developmental stages and their next learning steps.

However, they do not consistently use this knowledge to plan activities that support learning. For example, children of varying ages engage in the same painting and printing activity without additional challenges for the more able children to help them progress. Staff provide some targeted support, particularly for children with special educational needs and/or disabilities (SEND).

For instance, they use transitional objects to help children adapt to changes in routine, effectively supporting their personal and emotional well-being.Staff support children's speech and language development by modelling language well during play. The nursery's daily routines also enhance children's communication skills.

For example, during circle time, children practice listening skills, sitting still, and taking turns choosing songs and rhymes. However, staff sometimes expect children to sit for extended periods, which leads to children's loss of interest and focus.Children acquire some skills that help them prepare for transitioning into school.

For example, staff encourage older children to participate in activities that enhance their writing abilities, such as mark-making with pencils, crayons, and chalk. They also support the development of mathematical understanding by focusing on counting accurately, reading, and writing numbers. As children play with construction blocks, staff engage them in comparing the heights of the block tower to their own heights.

Children enjoy spending time outdoors in the nursery garden, which helps them develop their physical skills. They participate in activities such as running, climbing, throwing hoops and climbing up to the slide. However, the outdoor curriculum is not as well planned as it could be.

For instance, there was not enough water in the tray to enhance children's play ideas. In addition, children who enjoy play cooking do not have sufficient resources to extend their play.Leaders hold regular supervision meetings with staff and offer various training opportunities, both online and in-person.

However, they do not effectively identify areas where staff practice needs to be enhanced, such as planning an ambitious curriculum that meets the developmental needs of the children. This limits the progress made by children, including children with SEND and those in receipt of additional funding.Leaders ensure that parents are kept informed about their child's activities in the nursery.

They encourage positive relationships with parents through daily verbal feedback and regular termly meetings. Parents appreciate the caring nature of the staff and the consistent communication they receive. This effective communication helps facilitate a smooth transition for children between home and nursery.

Leaders demonstrate a positive commitment to improving practice and the provision. They welcome advice and support from other professionals, such as the local authority advisor, staff, and parents. However, leaders have not effectively identified areas where staff practice is weaker, making it difficult to provide targeted support and training.

Safeguarding

The arrangements for safeguarding are effective.There is an open and positive culture around safeguarding that puts children's interests first.

What does the setting need to do to improve?

To meet the requirements of the early years foundation stage, the provider must: Due date plan more precisely to support children's progress, ensuring that activities both indoors and outdoors are designed to provide higher levels of challenge and inspire children to engage in longer-lasting and dynamic play and learning 25/07/2025 improve the organisation of the environment to ensure the that all children have opportunities to make their own play choices and fully explore 25/07/2025 review the organisation of routines, such as circle time, to ensure that children are consistently engaged in exciting activities and not left to sit for extended periods of time 25/07/2025 enhance leaders' understanding of best practice to help them identify weaker staff performance and provide targeted support for improvement 25/07/2025 To further improve the quality of the early years provision, the provider should: develop effective self-evaluation processes to identify and address weaknesses in the provision.

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