Angels at Play

Angels at Play Little Angels Nurseries Ltd, Unit 8, Optima Business Park, Pindar Road, HODDESDON, Hertfordshire, EN11 0DY

p.1

Inspection date

Previous inspection date 26 October 2016 23 August 2013

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 The quality of teaching is good. Staff fully understand how young babies and children learn and effectively build on their interests and enthusiasm for learning. Children's development is regularly assessed by staff, who provide a variety of interesting activities for children.  Children form strong bonds and attachments with staff and peers, demonstrating that they are happy and settled. They are curious and imaginative, and confident to follow their own interests and ideas.  The effective key-person system takes account of children's preferences. Children feel safe and supported in the nursery and care routines meet children's needs well.  Partnerships with parents and carers are a key strength. Staff demonstrate that they value them as partners and place high priority on working closely with all parents. For example, staff provide parents with information in advance of any staff changes and encourage them to take children's learning journals home to help them to extend their

p.1

This provision is good

learning.  Committed staff work effectively as a team. They are well deployed, indoors and outside, ensuring children's safety and supporting them in their play and learning.

p.1

It is not yet outstanding because:

 At times, staff do not consider the interruption to older children's free play and learning when they call them to participate in some of the daily routines.  The system for tracking children's progress is not yet refined enough to reflect the different groups of children, to inform more rigorous analysis of the impact of teaching and intervention.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 minimise the risk of interruptions to the learning of older children when they are enthused and engaged in their chosen play  refine the system for tracking children's progress to more fully reflect the different groups of children, in order to inform more rigorous analysis of the impact of teaching and intervention.

p.2

Inspection activities

 The inspectors observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. They spoke to staff and children at appropriate times throughout the inspection.  The lead inspector completed a joint observation with the nursery deputy manager.  The inspectors held a meeting with the nursery deputy manager and manager. They looked at relevant documentation, such as the nursery's self-evaluation and evidence of the suitability of staff working in the nursery.  The inspectors took account of the views of parents through discussions on the day and the range of written feedback provided.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Rigorous recruitment and induction procedures are in place to ensure that all staff are suitable for their role. Staff are fully aware of what to do should they have any concerns about children's welfare. Staff have robust policies and procedures to support their good practice. They are committed to continuing their professional development and improving their skills and knowledge. They highlight specific training needs and attend courses whenever possible. Staff use their new knowledge to enhance their practice further, to improve the outcomes for children. Self- evaluation is perceptive and clearly identifies priorities for improvement. Management are enthusiastic in their drive to identify improvements and further develop the good practice. Staff establish effective partnerships with other professionals, supporting children's individual needs.

p.3

Quality of teaching, learning and assessment is good

Staff provide babies and children with a wide range of challenging and interesting activities. The environment is adapted to support their individual learning needs well. Babies have an exciting time as they experience and explore the feel of bubbles during play. Older children enthusiastically take turns to choose and identify animal noises in an action song. Staff make good use of observations and assessments of children's progress to accurately plan for the next steps in their learning. Children's communication, literacy and mathematical skills are promoted throughout all daily activities and actively supported by all staff. Story and singing sessions capture children's interests and they all enjoy listening and participating.

p.3

Personal development, behaviour and welfare are good

Children benefit from being cared for by a friendly staff team, in a welcoming environment. Staff are highly skilled and sensitive in helping children of all ages to form secure emotional attachments. Children receive a healthy and nutritious diet. Staff talk to children about the importance of healthy food and exercise. Children eagerly access the outdoor play areas where they have many opportunities to further their learning and participate in physical activities. They learn to listen and respond to instructions and timely safety reminders offered by staff, protect them from harm. Staff carry out risk assessments of the environment and outings. They complete daily checks on the premises to ensure that all areas used by children are safe and suitable.

p.3

Outcomes for children are good

Children develop the key skills for the next stage in their learning, such as starting school. They learn to manage their own care needs and enjoy the responsibility of small tasks. They have many opportunities to develop their early writing skills. Children recognise letters, numbers, colours and shapes. Older children enjoy routine group activities. They easily identify their name and join in with familiar actions and phrases to alphabet rhymes. All children make good progress in their learning, given their starting points and capabilities.

p.3

Setting details

Unique reference number 124118 Local authority Hertfordshire Inspection number 1063595 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 5 Total number of places 89 Number of children on roll 108 Name of registered person Little Angels Nurseries Ltd

p.4

reference number

Date of previous inspection 23 August 2013 Telephone number 01992 466138

p.4

reference number

Angels at Play was registered in 2000. The nursery employs 20 members of childcare staff. Of these, 15 hold appropriate early years qualifications at level 3 and two at level 4. The nursery opens from Monday to Friday all year round. Sessions are from 7.30am until 6.30pm. The nursery provides funded early education for two-, three- and four-year-old children.

p.4

reference number

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.

p.4

reference number

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

p.4

reference number

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

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

p.5