Little Angels Day Nursery

Little Angels Day Nursery Community Resource Centre, Red Lane, COVENTRY, West Midlands, CV6 5EE

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Inspection date

Previous inspection date 26/07/2013 28/01/2011

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early years provision

This inspection: 2 Previous inspection: 2 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children are motivated and keen to learn in this inclusive and welcoming setting. Staff skilfully encourage children to use their home languages in their play and learning. As a result, all children feel valued and become confident communicators.  Staff give a high priority to enabling children to play and learn outdoors. This means they benefit from lots of fresh air and have a positive attitude towards being active.  The warm and welcoming environment helps children to feel settled, and the effective key person system means children form strong attachments so their needs are very well-met.  Successful systems are in place to monitor practice, and high levels of supervision ensure that staff can identify children's individual needs so that they make good progress in their learning.

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It is not yet outstanding because

 Children's play is interrupted at times because they are called away from their chosen activities to participate in 'group activities'. This means that they do not consistently have time to complete activities to their satisfaction.  Children are not routinely provided with balanced meals during school holidays. As a result, children's understanding of the importance of healthy eating is not maximised at mealtimes.

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Information about this inspection

Inspections of registered early years provision are:  scheduled at least once in every inspection cycle – the current cycle ends on 31 July

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage or where assessment of the provision identifies a need for early inspection  prioritised where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  scheduled at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Inspection activities

 The inspector held a meeting with the manager of the provision and spoke to staff and children at appropriate times throughout the inspection.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day of inspection.  The inspector observed activities in all rooms and the outdoor learning environment.

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Inspection activities

 The inspector looked at a selection of children's assessment records and planning, evidence of suitability of practitioners working within the setting, the provider's self- evaluation and a range of other documentation.

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Information about the setting

Little Angels Day Nursery was registered in 2004 and is committee run. It is registered on the Early Years Register. The nursery operates from a purpose-built unit within the Community Resource Centre in Red Lane, close to Coventry city centre. Children have use of two spacious playrooms, a quiet room, sensory room, sleep room and central area. There is an enclosed outdoor play area. The nursery is open Monday to Friday from 8am to 6pm all year round, with the exception of bank holidays. Children attend for a variety of sessions. There are currently 50 children attending who are in the early years age group. The nursery provides funded early education for two-, three- and four-year-old children. It supports children with special educational needs and/or disabilities and children who speak English as an additional language. The nursery employs 15 members of childcare staff. The manager has an early years

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Information about the setting

degree and all other staff are qualified from level 3 upwards. The nursery receives support from the local authority and is a member of the Pre-school Learning Alliance.

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To further improve the quality of the early years provision the provider should:

 review the organisation of group times so that children's playing and exploring time is not interrupted and to give them more time and freedom to become deeply involved in activities

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To further improve the quality of the early years provision the provider should:

 improve the quality of meals provided for children when the usual caterers are unavailable to ensure that they are consistently well-balanced and nutritious, in order to promote children's health.

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who attend

Staff have a secure understanding of how children learn through play. They observe children to find out about their interests in order to plan activities and experiences that successfully promote their learning. This information is effectively used to assess children and identify their next steps. As a result, children make good progress in their all-round development in readiness for school. Parents receive regular feedback, helping them to feel included in their child's learning. For example, they are provided with both daily feedback and more detailed written reports showing them what their children have achieved. In addition, they attend formal review meetings, exchanging in-depth information about their children's progress. Staffs' knowledge and understanding of the progress check at age two is secure, and checks are consistently completed. Parents are provided with a summary of their child's development to identify any additional support

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who attend

that might be needed. Parents also borrow books and attend play-and-stay sessions. Consequently, parents can fully support their children's learning at home, providing consistency and preparing them well for school.

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who attend

The quality of teaching is good. Children's communication and language is effectively promoted. This is because staff talk to children, commenting on what they are doing and ask questions to encourage their critical thinking and exploration. For example, children are asked to think about why a football will not roll down the plastic pipe. They learn that it is because it is 'too big' and the pipe is 'too narrow'. Children who speak English as an additional language are extremely well-supported. They are encouraged to use their home language during their play. Staff model clear language during their activities without discouraging children's efforts as they copy new words. This enables all children to use their growing skills and become confident communicators.

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who attend

Children develop an interest in mathematics as numbers and counting are introduced throughout the day. They count everyday objects, such as the number of chairs around the table, adding 'one more' if they do not have enough for the number of children present. The magnetic number board is very popular. Children recognise many numbers and can put them in order. They learn which comes before and after the numbers they display. As a result, children are gaining a good understanding of positional language.

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who attend

Children have regular access to the outdoor play area. Effective planning means that children use a wide range of resources to support their learning in this area on a daily basis. Children confidently manoeuvre wheeled toys and climb equipment. They carefully walk across crates and beams, using their arms to help them balance. As a result, they develop good physical skills and form a positive attitude towards being active. Children competently use the garden tap to fill their watering cans so that they can water the plants that they are growing. Staff teach them that this is necessary to keep the plants alive. The various seating areas provide children with a place to sit in comfort to look at books and listen to stories with a member of staff. Children have great fun having their faces painted. They look through a book of photographs, deciding if they will be a 'super hero' or a well-known mouse. Children learn that they can also use the computer for

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who attend

information. For example, they skilfully click on the different icons until they find the programme which has more images of animals. Children use a mirror when the face painting is finished to check the end result. The broad smiles on their faces show that they are very happy with the way they look. These varied and exciting activities keep children motivated and keen to learn.

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The contribution of the early years provision to the well-being of children

Children are relaxed and confident in the nurturing care of staff. They develop good levels of self-esteem because staff are attentive and value their contributions. Staff work closely with parents, and children benefit from good settling-in procedures, which are based around their individual needs. A child-friendly 'tour of the nursery' booklet contains lovely photos of the various activities that take place in the nursery and a visual guide to all of the rooms. This is an effective way to help to support children in the transition between home and the nursery. Room moves within the nursery are carefully managed in order to ensure consistency of care. Children and babies show a secure sense of belonging because they develop strong bonds with their key person. Successful handover systems within the nursery ensure children are introduced to their new key person and spend time visiting their new room. This enables them to build close relationships and this ensures

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The contribution of the early years provision to the well-being of children

Children play and learn in a friendly, inclusive and stimulating environment. They use a broad range of toys and resources both inside and out. Staff set up play areas well, which enables children to make independent choices and to challenge their learning effectively. Children are relaxed and are willing to learn and try new activities with excitement. They behave and play together well and offer one another support, which contributes to their good progress in their personal social and emotional development as they learn about themselves and others. However, this enthusiasm is interrupted when children are called away from their play, to participate in 'group time'. While the activities chosen in the 'group time' are worthwhile, for example learning to say 'hello' in several languages and listening to their favourite stories, they break the continuity of children's play. This means playing and exploring time is sometimes disturbed, and children have too little time and

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The contribution of the early years provision to the well-being of children

freedom to become deeply involved in activities.

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The contribution of the early years provision to the well-being of children

Children, in the main, are well-nourished. During term time, outside caterers provide children with a good range of nutritious foods and a choice of fruits and vegetables. During school holidays, the nursery is responsible for planning menus and these are not consistently healthy and well balanced. Therefore, mealtimes are not always effectively used to fully develop children's understanding of the importance of eating healthily. Mealtimes are, however, social occasions as the children sit chatting to their friends. All children learn sensible hygiene routines because staff act as good role models, washing their own hands. Toilet facilities have been well-thought-out so children can reach the easy-to-use taps and paper towels. Children can move freely between indoor and outdoor areas. Consequently, they get plenty of fresh air and develop their physical skills competently.

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The contribution of the early years provision to the well-being of children

Children are becoming increasingly independent as they manage their personal care, serve themselves at mealtimes and dress themselves for outdoor play. Staff encourage children to think about their safety as they play. For example, they explain that they must put their feet in the 'climbing holes' as they negotiate getting to the top of the climbing frame and they must not run indoors. Children have clear boundaries when they are out and about, holding hands to cross the road and staying within sight of their key person. As a result, children learn how to keep themselves safe.

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The contribution of the early years provision to the well-being of children

Children with English as an additional language are successfully integrated into the nursery. Staff find out about key words in the child's home language, and many resources and displays show positive images of diversity. Most staff are multilingual and can fluently converse with children and support them in learning English. This effectively aids children's communication and language skills. Staff are confident to contact other professionals, with parents' consent, to fully support children with special educational needs and/or disabilities. This helps to ensure that all children make best progress in their learning and development. Teachers are invited into the nursery, and staff attend events at the school with the children. Hence, children become familiar with the school environment and this eases the transition process for when they start school.

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provision

Arrangements for safeguarding children in the nursery are good. All staff have a clear knowledge and understanding about local safeguarding procedures and how to report any concerns they may have. This ensures that children's welfare is protected. The safeguarding policy is regularly discussed at staff meetings to ensure that every one is up- to-date with current legislation. Robust recruitment procedures ensure staff are suitable to work with children, and they undergo a thorough induction, which includes all policies and procedures.

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provision

Following a concern regarding the security of the building, the manager has completed a full review of safety policies and procedures, and risk assessments has since been completed by the manager. Staff provide a safe and secure environment for children through conducting regular risk assessments and daily checks. Any concerns are recorded and dealt with immediately; for example, a 'sticking' lock mechanism was replaced on a door to ensure that it would fully close. Visitors gain access to the nursery via an intercom system, and a member of staff escorts them to the person they have come to see. Visitors' identification is always checked. Consequently, visitors are closely monitored. All internal doors are fitted with coded key-pad locks. This prevents children leaving the nursery unaccompanied and unauthorised persons gaining access. Children are closely supervised and ratios are well maintained throughout the day. Therefore, significant steps are taken

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provision

to ensure children are cared for in a safe and secure environment.

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provision

The committee and the management team have a secure understanding of their responsibilities for meeting the learning and development requirements. The manager is an effective leader, setting high aspirations for quality. She shares her vision with staff, which means that they all work together as a cohesive team. Performance management of staff, which includes regular supervision meetings and appraisals, are used to identify their future training needs. This leads to a motivated staff team who continue to develop their skills. Therefore, children benefit from good standards of care and learning. The manager monitors the educational programmes to help ensure that every child is making good progress in readiness for school.

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provision

Self-evaluation includes staff's ideas and ensures areas for improvement are quickly identified. For example, a 'hand over' book was introduced to ensure children have a thorough induction to support their transition between rooms. Parents are encouraged to share their views through questionnaires. Following their comments, the role-play area was reorganised so that it is more accessible to the children. As a result, children are using it more frequently and this supports their imaginative play well.

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provision

Information is continually shared and exchanged with parents, which keeps them fully informed of their children's care and learning. Regular progress review meetings provide parents with information on their children's development, as well as providing opportunities for them to contribute to their children's ongoing learning. Parents speak highly of the nursery and the staff team. Their comments include that they are 'very well informed'; 'their children are happy' and they notice 'a huge difference in their progress since starting'. The management team has strong partnerships with other early years providers in order to share information in order to complement children's learning, development and welfare. Partnership working with other professionals and agencies is well established and used to identify children's needs to help them make the best possible progress.

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement action. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY280913 Local authority Coventry Inspection number 914968

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 5 Total number of places 60 Number of children on roll 50 Name of provider Mohammed Shabir Sarwar Date of previous inspection 28/01/2011 Telephone number 02476581888 or 76637933

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Type of provision

set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises, which are usually the childminder’s own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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