Little Angels Day Nursery & Child Care Services Limited

What is it like to attend this early years setting?

Management and staff ensure that the environment is clean and well presented, which helps to create a warm and inviting place for children and their families. They ensure that relevant information for parents is clearly displayed, such as reminders about 'show and tell' for children. Staff demonstrate the pride they take in children's learning and their achievements. For example, they carefully present their drawings, writing, mark making and sculptures around the room, which helps to promote children's self-esteem.

Children who are new to the nursery are comforted by sensitive and nurturing staff members. The manager has implemented a thorough induction process through which the team is supported to gather purposeful information from parents. This is then used to support children to settle, feel safe and secure, and to plan and design a curriculum based on what children like and can do.

Staff have high ambitions for children's learning. Children are confident and follow a meaningful routine. Staff help them to understand what is happening now and what will happen next. Children respond positively to staff when they are asked to help tidy up in readiness for the next activity. Staff thank and praise the children once they have finished. Older children know to sit in the cosy area of the room. Younger children follow this example, which helps to promote good behaviour. Staff encourage children to be independent and develop good self-care skills, such as washing their hands and putting on their coats.

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

• Staff are enthusiastic and devoted to their work. They are supported well by the manager, who has high expectations for children's learning. The manager motivates and supports the team to reflect on its practice. Staff are provided with many opportunities for professional learning and development, which helps to raise the quality of care and education for children.
• Staff have high expectations of all children. They use the information gained from parents, along with their observations and assessments of children, well. For example, they plan and deliver a well-sequenced curriculum. This supports children's learning and development effectively, which helps them to make good progress.
• Staff provide an environment that offers children a range of interesting experiences that capture their curiosity. As such, children are encouraged and motivated to learn. Children engage well in role play and imaginary play, both inside and outside. Children who need extra support are given one-to-one support by their key person. This helps children to grow and progress quickly from their starting points.
• Children's communication and language are supported very well. They happily join in with singing, rhymes, and action songs. Staff ask children questions, giving them time to think and respond. They repeat words spoken by the children, so they hear them clearly. Staff remind children to listen when someone else is speaking.
• Staff support older children's literacy skills effectively. They can write their own names, sound out letters and begin to put two sounds together to identify words. Younger children have plenty of opportunities to make marks in the environment, both inside and outside. Staff take the children on visits to the local library, where they choose their own books. They indulge in stories, either by themselves, with peers, or during circle time. Children eagerly join in as staff read to them.
• Staff support children's mathematical skills well. They learn to count to 10, while older children identify numbers and know how many items represent a number. For example, when they are asked how old they are, the children respond by saying, 'I am three', showing three fingers, and others say, 'I am four', counting and showing four fingers. Staff introduce mathematical words, such as 'first', 'more' and 'less', to help children understand quantities and position.
• Children learn to be independent. Even young children have opportunities to serve their own food and drinks at mealtimes. However, staff do not ensure that the lunchtime routine is organised effectively to reduce the length of time that children have to wait. Staff do not make the best use of this time to further promote children's engagement and enhance their learning.
• Staff encourage children to develop the skills they need to attend to their personal care throughout the day. However, staff do not interact as well as possible with new children during nappy changing times to help build positive relationships and promote security.
• Children develop good health and well-being. They have daily exercise and are provided with healthy snacks and lunch. The manager invites the local dentist to the nursery to talk with children about their teeth and how to care for them. They provide opportunities for children to brush their teeth after lunch, which helps to promote good dental hygiene.
• Parents are delighted with the provision. They feel well informed and involved in their child's learning. They are very happy with the progress that children make. Parents are particularly pleased with the good-quality education their children receive.

What the setting must and should do next

The provider should:

• review the organisation of the lunchtime routine to help enhance children's learning experiences at this time
• help staff to understand the importance of promoting effective nappy changing routines for new children, to help support their personal, social and emotional development.