Little Angels Nursery

Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision requires improvement The quality of education is not consistently strong. The provider has not ensured that the manager and staff are always clear on the learning intentions for specific activities. This means they are not always able to adapt the activities sufficiently to accelerate children's learning.

Furthermore, they do not fully consider the range of activities provided to help to build on children's previous knowledge. In addition, on some occasions, staff do not give children sufficient time to answer their questions. This does not help to consolidate children's learning.

The provider has an understanding of how to keep children safe.... However, this is not consistently implemented in practice. The manager and staff have placed a strong focus on helping children to settle and to build strong attachments with them.

Children enter the setting happily and thoroughly enjoy the opportunities to spend time with their friends. Children work well together to achieve specific goals. For example, they offer each other guidance on the design as they build a road out of large bricks.

Children behave well. Staff provide guidance when children become overexcited. This helps them to settle and re-engage in their play.

A strong emphasis is placed on supporting children's independence skills and school readiness. For instance, children are encouraged to help tidy away their resources and to serve themselves at mealtimes. This helps them prepare for the next stage in their learning.

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

The provider has designed a curriculum based on the children's interests and what they like to do. However, the manager and staff are not always clear on the learning intentions. For example, activities to help children learn about volume and capacity are not effectively planned.

This is because there are no resources available in the water play. This does not help to build on children's intended learning.Children thoroughly enjoy listening to stories read by staff.

They listen intently and provide a running commentary with the staff, repeating known phrases, such as 'We're Going on a Bear Hunt'. This helps to develop children's interest in early literacy.Children are provided with a language-rich environment.

However, occasionally, staff do not give children sufficient time to respond to their questions. This does not fully support children's thinking skills or their development of back-and-forth conversations.Children develop a 'can-do' attitude as they balance on the beams, and crawl through large tunnels.

They construct a slide out of large planks of wood and tyres. This helps them to develop confidence in their physical abilities.Children delight in moulding dough and competently use a variety of tools.

For example, they place flour in a bowl using a spatula. Children have access to a range of writing implements, such as chalks. These activities help children to develop the coordination and muscles they need for early writing.

Staff provide opportunities for children to learn about number, shapes and measure. Children confidently talk about who is the 'tallest' and 'shortest'. They also use positional language to describe the placement of bricks.

Consequently, children develop an awareness of early mathematical concepts.Staff encourage children to express their thoughts and ideas. During the inspection, children asked for a bowl of soapy water, so that they could clean up outside.

Staff used this as an opportunity to engage children in lively discussion about why the wet cloth would stick on some objects but not others. This successfully supported children's critical thinking and problem-solving skills.Support for children with special educational needs and/or disabilities is effective.

Staff work collaboratively with parents and professionals to ensure children receive the support that they need. For example, the provider has purchased threading games to support children's dexterity and coordination. Funding is used successfully to help narrow gaps in children's learning.

Staff help children to learn about the importance of good health and hygiene. For example, staff talk to children about having good oral health. Children understand the importance of washing their hands at appropriate times.

As a result, they learn about healthy lifestyles.The manager and staff have a secure understanding of safeguarding practice. They are aware of who to contact should they have any concerns about a child's safety and well-being.

However, on some occasions, they do not identify minor hazards, such as a damaged toilet seat. These hazards pose a small risk, which does not help to fully protect children from potential harm.

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 implement an effective curriculum to give all children the knowledge and skills they need to succeed.01/09/2024 To further improve the quality of the early years provision, the provider should: take all reasonable steps to minimise potential hazards to children help staff to understand the importance of giving children time to respond to their questions.