Little Angels Nantwich Limited

What is it like to attend this early years setting?

On arrival, children receive a warm welcome from the kind and friendly staff who care for them. Children develop trusting relationships with the staff. They separate with ease from their parents and carers and are eager to explore the exciting learning environment staff have prepared for them.

Children benefit greatly from a well-planned and ambitious curriculum that continually builds on their skills, knowledge and ability. For example, when exploring how to care for their teeth, children are supported to use mirrors to make models of their teeth. Furthermore, during lunchtime, they recall the knowledge they have learned as they discuss the healthy food on their plates and how it helps their bodies grow. This demonstrates the impact of good-quality teaching.

Staff model behaviour and expectations for children. Consequently, children's behaviour is exemplary. For example, during circle time, staff explain the adult-led activities that have been carefully planned for children. This helps children to know and understand what is expected of them. Children play cooperatively with each other and offer their friends help when they see that they are working on a tricky task. Staff provide children with praise and encouragement throughout the day. This helps promote children's self-esteem and confidence.

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

• Leaders have a clear vision for the nursery. They have effective oversight of the daily management of the setting through observations of practice, regular team meetings and effective staff supervision processes. Leaders know and understand the importance of meaningful professional development. For example, those staff that aspire to become future leaders are supported to undertake professional qualifications in leadership and management. Additionally, staff undertake specialist training to help them care for children with complex needs. This supports all children's excellent development.
• Children, including those with special educational needs and/or disabilities (SEND) and children in receipt of additional funding, are very well supported. The effective key-person system and accurate use of assessment mean that gaps in children's learning and any specific needs are identified early and acted on quickly. Learning goals in children's education, health and care plans are seamlessly interwoven into all aspects of the curriculum. All children are well prepared for their next steps in learning.
• Staff support the communication and language of all children effectively. Children hear an extensive range of words and sounds to extend their speaking and listening skills. For example, when children show an interest in musical instruments, staff introduce new vocabulary such as trombone and musician.
• Furthermore, staff make excellent use of additional strategies to support children with SEND when they identify gaps in their speech, language and communication. Children are confident communicators.
• Children are supported to learn about the world around them. For example, when outside, children observe the aeroplanes and trains. They chat with staff about where the vehicles might be going on their journey. Children proudly show visitors photos of their families, making connections about the differences between people. This helps children understand what makes them unique. However, there are limited opportunities for children to explore technology to help them develop the skills they need to prepare them for life in modern Britain.
• Children develop well, personally and emotionally. For example, children understand the importance of handwashing and talk about the need to remove germs before eating. Staff encourage children to understand and manage their feelings through using words such as tired, upset and hungry. However, on occasions, some staff do not always use care routines, such as children managing their own dressing and cutting up their food, to develop children's independence skills. This prevents children from developing self-care skills as quickly as possible.
• Leaders and staff forge strong relationships with parents and external professionals. This enables effective sharing of information to ensure children's care and learning are consistent. Parents say that they feel well informed about their children's progress in this fully inclusive setting.

What the setting must and should do next

The provider should:

• increase opportunities to help children learn about technology to strengthen their understanding of modern Britain
• take opportunities in care routines to further develop children's independence skills.