Little Angels at Fenham Children's Centre

Inspection of Little Angels at Fenham Children's Centre Sacred Heart Primary School, Convent Road, NEWCASTLE UPON TYNE NE4 9XZ

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Outstanding

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The provision is good

Children relish being in this welcoming, safe and exceptionally well-resourced environment. They separate with ease from their parents, keen to get into the nursery and excited for their learning to begin. In light of the COVID-19 pandemic, the management team has adapted daily routines. Parents comment on how much more independent their children have become since the drop-off and collection arrangements have changed and parents no longer enter the nursery.

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The provision is good

Children delight in displaying their developing physical skills. They join together across all ages for a pumpkin hunt. Children excitedly rush around the outdoor area, thrilled to find the pumpkins. Older children learn that they can carry the smaller pumpkins easily, but that they need two hands to pick up the very largest pumpkins. Children's faces show satisfaction as they manoeuvre themselves along an obstacle course of crates and planks. They know that they need to walk slowly and put their arms out to balance.

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The provision is good

Babies show high levels of social awareness. The very youngest babies delight as slightly older babies join their play. They acknowledge each other with looks and smiles as they play together and contentedly share resources. Staff support children to become skilful communicators. Babies show how skilled they are at communicating. They engage staff in conversations, babbling and gurgling as they talk to staff. Older children are able to engage in discussions and articulate their ideas with high levels of confidence. For example, children talk together as they pretend to wash crockery. They discuss what bags they will need as they plan a shopping trip.

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need to do better?

n The curriculum is carefully designed to build on what children know and can do. Staff know the children very well and understand their developmental needs. They offer children opportunities to practise the skills they already have, to help them grow in confidence and to secure their knowledge. For example, older children make snack boxes. They very confidently slice peppers, snip spring onions and tear lettuce. This helps to strengthen children's finger muscles, which supports their early writing skills. n The strong nurturing bond between staff and children is evident. Children of all ages know if they need comfort, reassurance or welcoming cuddles that these are given by all staff. This helps to develop children's sense of safety and security within the nursery. n Children show high levels of respect for each other and adults. They behave well and say 'please' and 'thank you'. Children willingly let others enter their already

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need to do better?

established play. They are happy to discuss what they are doing and share

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need to do better?

27 October 2021 resources. Children behave very well. They automatically use good manners and are happy to wait until it is their turn. n Children are capable, confident and motivated learners. Older children show their developing imagination skills as they enact real-life experiences in their play. For example, children pretend to be at the hairdressers. Staff willingly join in to support children's play, discussing different hairstyles with children. n Staff support children who speak English as an additional language very well. They engage with parents to learn words in children's home languages. Staff link words to resources and movements, and give children extra time to process their thinking before responding. This means that children's ability to understand and speak English develops quickly. n Staff are very skilled storytellers. They bring stories to life through the use of different tones of voice. Staff give children time to fully engage with stories.

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need to do better?

They encourage children to look at the pictures and ask questions about the stories. This helps to foster children's love of books. n When staff talk to children, they get down to children's level, speak clearly and use the correct pronunciation. This helps to support children's developing communication and language skills. n Staff support children with special educational needs and/or disabilities well. Any gaps in children's learning are quickly identified and discussed with parents. Staff are proactive in getting professionals on board to get children the help and support they need. This targeted approach helps children to make the best possible progress. n The management team has focused staff's professional development predominately on building staff's knowledge of how to keep children safe. However, they have not fully incorporated enhancing staff's understanding of supporting children's learning and development into professional development

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need to do better?

opportunities. n At times, staff do not consider how daily routines, such as mealtimes, can be used to extend and consolidate children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The management team and staff are knowledgeable about child protection issues. They have a secure understanding of the correct procedures to follow should they have concerns about a child. Staff have a good understanding of broader safeguarding issues. The management team has robust recruitment and vetting procedures in place to ensure that staff are suitable to work with children. They use staff's induction and ongoing supervision sessions to make sure that all staff are suitable to work with children. Staff are vigilant about safety and put in place a range of procedures to help keep children safe. For example, staff are on hand when parents drop off and collect children to ensure that only those allowed to collect children do so.

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should:

n extend professional development opportunities for staff, to raise the quality of teaching to an even higher level n review the organisation of some daily routines, to ensure that all opportunities are consistently used to extend and develop children's learning even further.

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Setting details

Unique reference number EY335738 Local authority Newcastle upon Tyne Inspection number 10117643 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 45 Number of children on roll 78 Name of registered person Little Angels Fun Club and Nursery Limited

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reference number

Telephone number 0191 2746316 Date of previous inspection 5 June 2015

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Information about this early years setting

Little Angels at Fenham Children's Centre registered in 2006. The setting employs 14 members of childcare staff. Of these, the manager has early years professional status and two members of staff hold qualifications at level 6. Two staff hold qualifications at level 5, six at level 3, one at level 2 and two are unqualified. The setting opens from Monday to Friday all year round. Sessions are from 7.45am to 5.45pm. The setting provides funded early education for two-, three- and four- year-old children.

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Inspection activities

n This was the first routine inspection the setting received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the setting. n The manager and the inspector had a learning walk together. They observed activities in the indoor and outdoor learning environments used by children. n The inspector observed a focused activity and evaluated this with the manager. n The inspector spoke with the manager, area manager, staff and children at appropriate times during the inspection. Children's records were looked at by the inspector, along with a range of other documentation, including policies and procedures. n Evidence of staff's qualifications and the suitability of all those working in the setting was checked by the inspector. n The inspector spoke to parents and took account of what was said.

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Inspection activities

We carried out this inspection 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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Inspection activities

27 October 2021 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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