Happy Little Angels Day Nursery Ltd

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement Leaders and managers have taken action to improve the nursery since the last inspection.

For example, they use risk assessments to ensure that the environment is safe for children. Leaders and managers have sought support from the local authority to provide staff with training to develop their understanding of their role. However, they have not embedded the improvements enough to ensure that the quality of care they provide is consistently good.

The manager has designed a curriculum to support children to build on that they know and can do. However, staff are not always clear about what they want children to learn, which ...means that they do not implement their learning intentions as planned. This limits the extent to which children's learning is challenged and extended.

Children separate well from their parents on arrival. They are generally settled and happy at the nursery. Children are curious about the resources.

Babies and toddlers explore the textures of cereals with their fingers, which develops their small-muscle skills. Older children are enthusiastic to develop their physical skills further, such as when climbing and balancing on large equipment outdoors.Overall, children have good relationships with staff and seek comfort when they feel unsettled.

Staff have some expectations for children's behaviour. However, they do not consistently support children to control their behaviour. Therefore, at times, children become boisterous and overactive.

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

All children have a named key person. Some children develop strong relationships with their key person, which helps them to feel secure. However, the key-person system is not consistently effective.

On occasion, staff do not notice when quieter children are in need of emotional support or encouragement to take part in activities. This impacts on these children's well-being and personal, social and emotional development.Staff plan a variety of daily activities around a theme.

For example, they provide printed Easter egg pictures for children to colour in. However, staff are not always clear about what they want children to learn. Therefore, they do not tailor plans to meet children's individual learning needs.

This results in some children not being sufficiently stimulated and impacts on the progress they can make.Children develop their communication and language skills overall. They enjoy joining in with songs and rhymes.

Staff engage children in conversations and respond to their questions on the whole. However, at times, there are gaps in staff's knowledge about how children learn new words. For example, staff sing songs which incorrectly name fruits at snack time, which is confusing for very young children.

Staff have regular supervision sessions with managers. This provides staff with opportunities to discuss children's development and any concerns they have. However, managers do not yet provide enough guidance and support to help staff to improve their personal effectiveness to support children's learning.

There are suitable systems in place to support children with additional needs. Staff use picture cards to help children to understand daily routines and express their needs. Staff meet with parents and other professionals to put plans in place to meet children's learning needs.

Older children develop skills to become independent. They learn to wash their hands after using the toilet and to put on their own coats. At mealtimes, children learn to serve themselves and scrape their plates.

Staff talk to them about their food choices. This helps children to prepare for the next stage in their learning.Communication with parents is effective.

Staff create displays about activities that children enjoy, such as a visit from the local police officers. Parents say that staff share tips of things to do at home to further support their children's learning and development.Children generally behave well and are polite.

At times, children demonstrate they remember the rules, such as what to do at tidy-up time. However, staff do not consistently implement suitable strategies to manage children's behaviour or help children to learn how to keep themselves safe.

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 improve the key-person arrangements to support children's individual needs, including their personal, social and emotional development 30/04/2024 develop planning further to consider children's individual interests and learning needs so that they are able to fully engage in meaningful learning and make the best progress possible 30/04/2024 improve supervision arrangements so that there is more focus on improving staff's knowledge of the areas of learning and understanding of how children learn.30/04/2024 To further improve the quality of the early years provision, the provider should: nimplement systems to manage children's behaviour so that children learn to manage their own behaviour and understand how to keep themselves safe.