Angels Childcare

What is it like to attend this early years setting?

Management and staff have successfully driven improvements, making this setting an educational, caring and safe place for children to be. Children grow in confidence and independence. They are safely introduced to risky and physical play from an early age. Babies negotiate their bodies as they climb up to peer out of the window, smiling as they see their friends play outside. They explore what happens when they clap their hands in flour, developing their dexterity as they do so. Older children and staff adventure into the adjoining gym, showing great enthusiasm and excitement as they run, jump and skip in the large spaces made available. There is a warmth and busyness in the setting. All children are well supported by staff to learn and develop.

Thoughtful resource planning by staff, and attentive teaching, means that children can progress in their learning and development through building on what they already know and can do. Activities increase in challenge and staff are ambitious when considering the curriculum. Children make links between their knowledge because the activities cover a range of learning and development topics. Babies and toddlers make connections between words and objects when staff tell stories using props. Toddlers develop their love and familiarity of reading further as staff revisit the same story throughout the day. Staff in the pre-school room provide relevant books at each activity station so that older children begin to understand the important role that literacy has in learning. Overall, children's learning experiences are fun and purposeful.

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

• Some of the previously identified weaknesses have since become this setting's strengths. A restructure of the management team has underpinned the improvements made. The provider has become more involved in the running of the setting. She has a better oversight of practice and has worked tirelessly to address and maintain the changes needed, which benefits both staff and children.
• A clear and age-appropriate curriculum has been developed. Children build on their knowledge and skills as they progress through the setting. Opportunities for children to practise skills are provided so that their learning becomes secure. For example, children scoop and pour during sensory and water play. This learning then helps them to independently serve themselves at mealtimes.
• The manager has improved the provision for children with special educational needs and/or disabilities (SEND). Staff who work with these children are knowledgeable and trained to fulfil their roles. They make effective adaptations to their teaching and the environment, so that all children can access the curriculum and make good progress. The manager has carefully considered the arrangements needed for children with SEND to successfully transition to school. The onward journey for these children will be positive because of the foundations laid at this setting.
• The manager has strengthened the key-person system. A greater focus has been placed on tailoring activities more precisely around children's individual learning needs. Children are confident about who their key person is and which key group they belong to. This supports children's emotional well-being and security.
• The manager acknowledges that some aspects of the daily routine could be planned better, especially in the baby room where children require a much greater level of support during routine activities and transitions. Procedures are in place to aid the smooth running during these times, but staff do not always follow the processes. As a result, sometimes children become restless.
• The management team and staff have reviewed how they manage and shape children's behaviour. They have identified when children's behaviour deteriorates and have taken action to address triggers. For example, additional portable handwashing basins have been purchased to reduce waiting times when all children need to wash their hands before mealtimes and after messy activities. Children's behaviour now remains positive at a time when their frustration and impatience used to show.
• The management team recognise that staff morale has been low. Managers have used innovative strategies to seek the views of staff and acted swiftly to respond. Improved supervision processes have been implemented. Staff have undertaken relevant training since the last inspection. Their knowledge and skill set have developed greatly, and this has boosted their confidence. That said, some staff need further support to successfully implement strategies to encourage children's language growth.

What the setting must and should do next

The provider should:

• make sure that staff understand and follow procedures in how to successfully manage routine activities and transition times, so that children's emotional well-being is maintained throughout
• continue to focus performance management on how staff support children's language growth.