Little Angels Childcare & Nurseries Ltd

Inclusion: Expected standard

Leaders and staff use a range of effective assessment strategies, including communication and language screening tools, to monitor children's development and ensure they make good progress in their learning. Any gaps in development are identified promptly, and targeted plans are put in place to support children in achieving their next steps.

All children, including those with special educational needs and/or disabilities, disadvantaged children, and those who may face other barriers to learning, are well supported. For example, leaders source books in home languages for children to share with their parents and/or carers. This strengthens children's communication and language development while fostering a love of reading from an early age.

Leaders and staff give careful consideration to the use of additional funding to ensure it has a positive impact on children's outcomes. For instance, plans are in place to further develop the outdoor environment by enhancing the mud kitchen and climbing equipment. These improvements will support children's physical development and encourage imaginative play.

Curriculum and teaching: Expected standard

Leaders plan a broad and balanced curriculum that focuses on developing children's communication and language skills, their personal, social and emotional development, and their physical development. Staff are confident in using assessment to understand what children know and can do, including carrying out 2-year-old progress checks. They identify children's next steps in learning and plan activities that reflect children's interests and support individual needs. This means children make progress and any gaps in learning are monitored closely.

Staff interactions are effective and supportive. They give children time to follow their own ideas and thinking, using strategies such as modelling and well-timed questioning to extend children's learning. As a result, children show high levels of engagement and curiosity as they explore resources and join in with activities. For example, children find ways to make toy cars dirty by tipping sand on them, so that they can clean them in a car wash activity. This encourages children to develop their problem-solving skills and fully explore their own ideas.

Staff carefully plan activities tailored to meet the differing needs of children. For example, younger children explore rolling balls through pipes and guttering, while older children build more complex marble runs. This differentiation in the curriculum allows children to develop their physical skills in a way that is appropriate to their age and stage of development, supporting continuous learning over time.

Achievement: Expected standard

Children typically achieve well across all areas of the early years foundation stage. The well-sequenced curriculum ensures children build on what they already know and can do. As a result, children make steady progress from their starting points. They develop the confidence, independence and skills they need for their next stage of learning, including school.

All children, including disadvantaged, those known (or previously known) to social care, and those who may face other barriers to learning and/or wellbeing, develop their communication and language skills. Children learn to listen attentively, respond to others and use an increasing range of vocabulary in everyday play and activities. For example, children confidently name parts of their body as they join in with familiar songs such as 'Head, Shoulders, Knees and Toes'. Regular opportunities to share stories, songs and rhymes help children to understand and use new words accurately.

Behaviour, attitudes and establishing routines: Expected standard

Children demonstrate positive attitudes to learning during their time in the setting. They sustain their attention for extended periods and show high levels of curiosity and motivation. For example, younger children focus their attention as they learn to twist the tap on a water urn to fill their glass. This helps support children to develop resilience as staff regularly offer praise and encouragement. Children are eager to explore activities and engage purposefully in their play.

Staff have high expectations of children's behaviour in the setting. They help children to resolve any minor conflicts in ways that are appropriate to their stage of development. For example, they consistently role model turn-taking and sharing during play. They use praise to reinforce positive behaviour. This helps children to understand their own feelings and those of others, supporting their personal, social and emotional development. As a result, children learn how to play cooperatively, develop positive relationships with their peers and build the skills they need to work alongside others.

Children's welfare and wellbeing: Expected standard

Children arrive at the setting enthusiastically, ready to begin their day. An effective key-person system ensures that staff know their key children and families well, fostering trusting relationships. As a result, children feel safe, secure and supported throughout their time in the setting.

Hygiene routines are robust, and children are encouraged to become increasingly independent in managing their care needs. They understand the importance of washing their hands before eating and after using the toilet. Staff respond sensitively to children's wishes and needs, managing routines such as nappy changing calmly and respectfully. Familiar songs and gentle reassurance are used to support children's emotional wellbeing and strengthen attachments.

Children benefit from daily outdoor play, enjoying activities such as riding balance bikes and trikes in the garden. Staff teach them to stay safe, ensuring helmets are worn and demonstrating safe practices. Leaders also arrange local outings, for example walks by the river where children feed the ducks. These experiences help children learn about the world around them and develop a sense of community.

Leadership and governance: Expected standard

Staff report that they feel well supported in their roles and describe a strong ethos of teamwork. They benefit from regular one-to-one meetings and supervision with leaders, which provide valuable opportunities to discuss the progress of their key children, reflect on practice, identify training needs and consider their wellbeing. Leaders ensure that staff remain up to date with all mandatory training. However, professional development is not always sharply focused on further developing staff knowledge and skills to consistently raise the quality of teaching to the highest level.

Leaders regularly reflect on the setting's strengths and areas for development. Recently, they have reorganised the indoor environment to create more spacious, open areas, enabling children to play more freely and confidently. Leaders have also identified plans to further enhance the outdoor learning area by introducing additional climbing opportunities. These improvements will support children in developing strength in their large muscles and increasing confidence in their physical abilities.

Parents report that their children are happy, settled and well cared for. Staff share regular updates about children's learning and development through a daily app, alongside verbal feedback at drop-off and collection times. They also provide parents with guidance on care routines, such as toilet training. This strong communication supports continuity of care between home and the setting and promotes effective partnerships with parents.