Little Angels Day Nursery

What is it like to attend this early years setting?

Children are welcomed by staff and quickly engage in play. They are happy, settled and confident in the daily routines. Babies and children build warm attachments with their key person, which helps them feel secure and ready to learn. Staff know the children well and use this knowledge to plan activities that build on their interests. The curriculum is flexible and responsive, with a strong emphasis on sensory play and creativity. Children explore freely indoors and outdoors. They climb, balance and jump to develop coordination and resilience. Loose parts play encourages imagination and problem-solving. Children's artwork is celebrated and displayed, showing that individuality is valued. Extra opportunities, such as gymnastics and drama, add breadth to their experiences.

Staff encourage children to be independent from an early age. Babies practise feeding themselves with support, while older children sit at tables and are encouraged to use cutlery. Staff also work with families to support toilet training and personal care. They model turn-taking, language and kindness. Older children notice and help their younger peers, creating a positive and supportive atmosphere. Parents speak highly of the nursery. They value strong communication, tailored support for learning and routines and the way staff work with them to ensure children continue to make progress.

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

• Staff deliver a responsive, play-based curriculum. Sensory and small-world play feature daily to extend language and curiosity, helping children to develop strong communication and thinking skills.
• Babies benefit from a calm, well-organised environment. Adults sit at their level, model language and encourage exploration, which helps babies to feel secure and confident to try new experiences.
• Stories and themes are used effectively to deepen learning. For example, pre-school children build castles while sharing 'Zog', which supports vocabulary development and sustained attention.
• Children learn to take turns, share and show kindness. Older children often help younger peers, creating a supportive environment. Motivating strategies, such as reward systems, encourage children to persevere and feel proud of their achievements.
• Children's curiosity is evident in the way they explore resources and activities. They engage with books, role play and sensory experiences, and many choose to join extracurricular sessions that broaden their interests.
• Large mixed-age group sessions, such as song time, are not always well matched to children's stages of development. This results in some children becoming distracted and disengaged. Children develop independence through daily routines.
• Babies practise feeding themselves with support, while older children are guided to use cutlery and manage personal care. However, mealtimes are not used consistently as opportunities for high-quality talk and learning. During lunch, interactions are varied and often task focused, leading to missed opportunities to build children's vocabulary and social communication.
• Healthy lifestyles are promoted effectively. Children benefit from nutritious meals, an oral health programme and evidence-based approaches to toilet training and sleep.
• Parents value the practical guidance they are given, which ensures continuity between home and nursery.
• Children's creativity is nurtured. Their individual efforts are celebrated and displayed, helping them to develop confidence and self-expression.
• Leaders demonstrate robust safeguarding knowledge, and evidence shows that concerns are managed effectively to keep children safe. Safer recruitment is well established. All staff are subject to appropriate checks, induction and probationary periods, and ongoing monitoring of suitability.
• Parents hold the setting in high regard. They value the strong partnerships with staff, clear communication and support for children with special educational needs and/or disabilities (SEND) and emerging needs. Leaders work closely with families and use 'EY Log' to track development and share strategies.
• Leaders are reflective and have systems and processes in place to manage safer eating. They work closely with parents to ensure they support children's allergies. Leaders are responsible and proactive in their approach and ensure that all staff understand and embed policies effectively.

What the setting must and should do next

The provider should:

• review the organisation of group sessions, including mealtimes in the pre-school room, so that all children remain engaged and benefit from high-quality interactions that support learning and social development.