Little Angels Day Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is good

Staff prioritise children's emotional development and sensitively help them to feel safe and secure.

Children form close attachments to staff, who nurture them and help them to gain confidence in their own abilities. This helps children to become emotionally ready to learn and have a go at new experiences. For example, children learn that they can independently manage everyday tasks, such as eating, putting on coats and shoes, and safely climbing stairs.

Children make good progress in their learning. Staff provide children with an exciting range of learning experiences that motivate children to play and learn. Staff co...nsider children's interests to help engage them in their learning.

For example, children who have a strong interest in cars, eagerly use their mark-making skills to paint a large model car outdoors. They happily work together and squeeze paints onto their friends' brushes. They use their words to talk about the features of the car that they paint, such as headlight, steering wheel and tyres.

Children develop good attitudes to learning. They develop their thinking skills and make links with their previous experiences. For example, they decide that a courgette is a similar shape to a rolling pin and can be used to roll out dough to make it flat.

They experiment with the effects created as they press different vegetables, such as broccoli, into the dough.

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

The manager and staff have reflected carefully on their practice and taken positive steps to successfully improve the quality of the nursery. Leaders monitor the standards of education closely.

They effectively identify aspects of staff practice to develop further and support them well to help them to improve their knowledge and skills. Staff have recently extended their knowledge of working with children with special educational needs and/or disabilities.The manager and staff have strong partnership working with parents.

Parents appreciated the contact and range of activities staff continued to provide, during the COVID-19 (coronavirus) pandemic. For example, the opportunity for children to see staff on a video link and listen to them reading a story.Overall, staff support children's communication and language development well.

They are swift to identify any gaps in children's learning and precisely target the support for children who have language delay. They have effective support in place for children who speak English as an additional language. Children learn the meaning of new words and respond to gestures, pictures and object clues.

However, when children are more confident communicators, staff do not precisely focus on how they can further build on children's good communication skills, to help them to make even better progress.The manager and staff have a good understanding of how each child is progressing. They use their observations of children well to plan what they need to learn next.

For example, following the COVID-19 pandemic, staff noticed that two-year-old children needed more support with their physical development and encouragement to be active. They extended the opportunities for children to use their large-muscle movements and increased occasions for them to be energetic. However, during some spontaneous learning experiences, staff do not recognise when to adapt their teaching to maximise learning opportunities to move children's learning on even further.

Staff skilfully help children learn to manage their feelings and behaviour. Children behave well. They learn to share, take turns and know what is expected from them.

For example, children understand that some rules are in place to keep them safe. They listen attentively to staff and carefully follow instructions. Pre-school children reflect on their behaviour and talk about how they have played with their friends and shared toys with them.

Children are well prepared for the next stage of their learning, such as moving to the next room and going to school. Staff ensure they have the skills and knowledge they need to and that they are emotionally supported through the transition. Younger children enjoy spending increasing longer periods of time in the room with the older children, in preparation for the move to the pre-school.

Safeguarding

The arrangements for safeguarding are effective.The manager ensures that staff clearly understand their roles and responsibilities. The manager and staff have a good understanding of how to protect children and understand the procedures to follow if they identify any concerns about a child's welfare.

This includes being alert to local safeguarding concerns and the 'Prevent' duty. Staff know what to do should they have concerns about the conduct of a colleague. Leaders follow robust recruitment procedures to ensure staff suitability.

They make careful risk assessments to identify potential hazards and to keep children safe. This includes checking on sleeping children regularly and supervising them when they eat.

What does the setting need to do to improve?

To further improve the quality of the early years provision, the provider should: nidentify how to help children who are already confident communicators to extend their language skills even further help staff to adapt their teaching to extend the challenge for children during spontaneous learning experiences to help them to further build on their knowledge and skills.