Little Angels Pre School Ltd

What is it like to attend this early years setting?

Children are extremely excited, motivated and keen learners. They cannot wait to enter the pre-school to begin their day of exploring through enjoyable and exciting learning opportunities. Children wave a cheery goodbye to their parents and skip off to find their named coat peg. Younger children identify their names alongside a picture, while older children begin to read their first name and surname, in preparation for their next stage of learning. Those children who wish to, help themselves to breakfast cereals. They follow the numbers for guidance displayed near each type of cereal. For example, they confidently scoop three spoonfuls of their favourite cereal into their bowl. Children competently pour their own milk and carry their bowls over to the snack table. Children are supported, where necessary, by the member of staff on snack duty that day. When finished, children wash and dry their cups and bowls.

Children are extremely well behaved. They show high levels of respect for each other and for staff. Children understand the pre-school rules and follow them superbly. For instance, they stand still quietly and listen to the staff when they ring a bell to explain what is happening next. As a result, children are well prepared for any routine changes during the pre-school day. Staff call for children's attention in this way and explain that they are setting a sand timer and when the sand has gone they will tidy up, or have circle time. Children joyfully thank the member of staff for telling them and return to enjoy their last few minutes of play.

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

• During the COVID-19 pandemic lockdowns, staff and managers kept in very good contact with families who were unable to attend the pre-school. Parents comment on how well supported they felt during this time. On return to normal working, staff focused on supporting children's emotional well-being and helping them to feel safe and secure again.
• Parents speak extremely well of the staff and managers. They comment that their children thoroughly enjoy attending the pre-school and make exceptionally good progress. Parents say that staff and managers are receptive to feedback and endeavour to make any necessary changes to meet their children's individual needs.
• The staff team is strong. Managers support staff superbly to create a well-skilled and confident team of staff who clearly understand their roles and responsibilities. Managers provide expert support and coaching to ensure that staff are equipped to do their job and to deliver an exciting and fulfilling educational programme.
• Children are actively encouraged to take risks. For instance, at the snack table, children ask if they can try to cut the apple up. Staff facilitate this request by supporting children to use a sharp knife. They explain how best to hold the apple for safety and help children to cut the apple into quarters. Staff do this in such a confident manner that children, in turn, know that they will be supported to try new things.
• Staff superbly support children's learning of mathematical concepts. For example, they make use of routine activities, such as snack time, to introduce and use mathematical language. They talk about the apple being 'whole', in 'half' and in 'quarters'. Children confidently name these fractions and engage excitedly in this discussion. After making a very long 'snake' from plastic tiles on the floor, children and staff lie next to the 'snake' and count how many of them it takes to reach the full length.
• Children who speak English as an additional language make very good progress in their learning. Staff use visual prompts and learn some core words in the children's language to help to communicate with them. Managers purchase books in the dual language of those children to help them to enjoy literacy and feel secure within the provision.
• Managers and staff use government funding well to support individual children's needs. They work with parents to establish the best use of the money to enhance children's learning and help them to reach their full potential.
• Children learn about the local community as they regularly go for walks and trips, such as to the local woods to collect leaves and other natural resources.
• Children thoroughly enjoy learning in the exciting and adventurous pre-school garden. They learn to manoeuvre different surfaces on bikes, create masterpieces in the well-equipped mud kitchen and explore volumes as they move water from one container to another. Children confidently dress for the outdoor weather, supported by staff where required.