Play Place Little Angels

Inclusion: Expected standard

Leaders skilfully identify each child's needs and understand how best to support them. They arrange outdoor trips, such as visits to the local woods, where children can explore their surroundings. These experiences stimulate children's curiosity and support their physical health, including for disadvantaged children. Leaders support staff to observe and assess children's learning so they can minimise barriers. This helps staff identify children, such as those with language and social challenges. Staff understand when to involve families and prioritise children's wellbeing.

Generally, staff make effective adaptations to support all children at the setting. For instance, they share information on how to support children's healthy diet at home. Leaders use additional funding effectively to support children's individual needs. This includes purchasing resources that they know will support children's sensory needs. Staff have established highly positive partnerships with parents, carers and outside agencies. They share training ideas and implement strategies to support children, such as using sign language, to further enhance their communication skills.

Curriculum and teaching: Expected standard

Leaders design a rich, inclusive and balanced curriculum. They understand children's learning needs, which include building on and extending children's English speaking skills. Staff use sign language as part of their high-quality teaching. Leaders also ensure that mathematics is now embedded in the curriculum. Staff encourage children to count, such as at snack time, and compare sizes. This helps develop children's early mathematical skills in preparation for later learning. Children make typical progress from their starting points.

Generally, staff understand the overall curriculum. However, they are sometimes unclear about what they need to teach children and why. For example, during group activities, they lose focus on the activity's intention. Although children enjoy singing along and listening to the stories, they become restless and disengaged. Activities are not always well planned and sometimes last too long for children to maintain attention. Staff's teaching skills do not consistently support leaders' curriculum ambitions.

Achievement: Expected standard

All children, including those who face barriers to learning, make typical progress from their starting points. This is particularly evident for children with previously limited language or English knowledge. Over time, they develop and extend their vocabulary and begin expressing themselves in sentences. Children also learn to use sign language to express their emotions, such as 'happy' and 'sad'. This enables them to interact positively with their peers. Children, including those who are new to the setting, show confidence. They settle quickly, build self-esteem and become curious explorers.

Children learn about numbers and basic shapes. They show their early mathematical skills, such as by counting vegetable sticks at snack time. Outside, children build physical strength by using equipment, such as ride-on toys. They draw pictures with chalk and give them meaning, developing their small muscles and control. For example, children draw a face and say enthusiastically, 'that's me'. Children typically become highly motivated learners.

Behaviour, attitudes and establishing routines: Expected standard

Staff promote an inclusive and respectful environment where all families are welcome. They build close attachments with children, which support their emotional wellbeing. Generally, staff teach children to behave well. They encourage children to play with their peers and share toys. This enables children to form friendships in the setting. Children learn patience and show confidence when asking staff for help.

Overall, staff have high expectations for children's behaviour. However, approaches to managing children's behaviour are inconsistent. At times, staff intervene too quickly when conflicts arise during play. This limits children's opportunities to find solutions independently and further develop their problem-solving skills.

Leaders work closely with families to encourage children's attendance and punctuality, which they monitor well. They offer settling sessions where children ease into the day at their own pace. This helps children settle well and prepares them for later learning, including attending school.

Children's welfare and wellbeing: Expected standard

Leaders ensure that children who face barriers to learning receive effective support to feel safe and develop a sense of belonging. They adapt routines to meet children's individual needs, including their dietary requirements, helping them to begin the day happily. Leaders encourage staff to prioritise children's wellbeing. Staff develop warm, respectful and nurturing relationships with children. This approach supports children's emotional wellbeing effectively.

Staff teach children healthy habits. For example, they encourage regular handwashing, including before handling food. This helps to prevent cross-contamination and promotes children's health. Staff also support children's physical development by providing regular access to outdoor exercise and fresh air. Children of different ages and abilities develop their physical skills and coordination using outdoor equipment.

Staff teach children about personal safety. For example, they gently remind children not to rock on their chairs, helping to minimise the risk of accidents. Children typically respond well to these reminders. Staff also promote children's independence skills, such as when they encourage children to tidy away toys after playing.

Leadership and governance: Expected standard

Leaders typically work with early years advisers to identify the setting's strengths and areas for development. Since the last inspection, they have ensured that staff incorporate mathematics throughout the curriculum. Staff encourage children to use numbers during activities and routines, such as snack time. During group times, children demonstrate their mathematical skills, for example by counting from one to 9. Leaders have identified the sensory area in the main room as an area for further development. They intend to review its organisation to provide children with special educational needs and/or disabilities with a more suitable space in which to relax and regulate their emotions.

Leaders generally promote staff's professional development well. For example, staff have recently learned to use sign language, which has had a positive impact on children's communication and understanding. Staff feel that leaders support their wellbeing and help them manage their workload. Leaders have not identified that some staff are not always clear about the purpose and intended learning of activities. Sometimes, this limits consistency in teaching. They recognise that some staff need further training to help children resolve conflicts during play, but this is not yet embedded in practice.

Although there have been some recent changes to the senior leadership team, the setting's day-to-day operation remains typically effective. Leaders continue to work closely with parents, carers and the local community. They keep parents well informed about their children's learning and suggest activities that families can complete at home. Parents report that staff are attentive and promote healthy eating habits. This supports children's physical health and wellbeing.