Little Angels Playschool C.I.C

Inspection of Little Angels Playschool C.I.C OSMASTON PARK COMMUNITY CENTRE, Moor Lane, Derby DE24 9HY

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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 Good

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The provision is good

Staff welcome children at the door as they arrive at the playschool, and support them to leave their parents. Children smile as they see familiar staff, and happily say goodbye to their parents as they take the hand of a member of staff. Staff support children to recognise their feelings and emotions and express them. When children occasionally struggle to regulate their behaviour, staff help them to talk about how they are feeling. For example, when a child struggles to share resources and becomes upset, staff ask them if they are feeling sad. Staff explain that it will soon be their turn, and support all children to learn to share, take turns, and be respectful of their friends.

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The provision is good

The whole staff team has created a stimulating and nurturing environment, where children feel safe and are eager to learn. They implement a curriculum that focuses on children's interests and next steps. Staff provide enticing experiences for children to introduce them to new concepts and vocabulary, such as 'full' and 'empty', as they pour water into unusual teapots and jugs. This develops children's small-muscle movements. They smile with pride as they succeed, and develop a positive attitude to learning.

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need to do better?

n Staff create a welcoming environment that develops children's independence skills as children are encouraged to make their own choices about the activities they engage in. Children demonstrate this as they freely add resources to the construction site and enjoy wearing the safety hats as they pretend to be builders. However, the planned learning intention for adult-led activities is not always as effectively implemented. For example, although staff plan to develop children's vocabulary as they sing songs, children do not have the opportunity to use the words they learn. n Staff plan group activities to support children's listening skills and learning. For example, they show children pictures of the day's activities and events so that they know what will happen during the day. However, children are distracted by the toys available in the environment. Consequently, not all children engage in their learning.

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need to do better?

n Staff promote a love of reading. Children of all ages seek out staff to read stories. Young children snuggle up to staff and point to pictures as they engage in back-and-forth interactions. Children are developing their literacy skills from a young age. n Staff encourage children to be independent. For example, during mealtimes and snack times, staff ask children to use knives safely to spread butter on their bread. Children pour their own drinks from small jugs, and learn to change their clothes after playing in the water.

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need to do better?

26 June 2024 n Children have daily opportunities to be outside in the fresh air and play with a wide range of resources. For example, young toddlers are supported to develop their large-muscle skills as they climb up steps so that they can use the slide. This helps to support their good health and physical well-being. n Partnership with parents is strong. Children's development is shared with each individual parent, and staff provide them with ideas of play experiences that they can provide at home. For example, staff suggest ways to develop children's sensory exploration. This helps parents to support their child's continued learning at home. Staff work hard to get to know the family as a unit, which helps them to tailor children's care and learning to meet their individual needs. Parents comment that they can approach any member of staff or management for advice and guidance. n Staff provide opportunities for children to learn how they can keep themselves

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need to do better?

safe and manage risks. For example, they talk to children about stepping carefully into the paddling pool as they splash in the water. When toddlers push dolls in pushchairs, staff remind them to take care not to bump into their friends. This helps to raise children's self-esteem and confidence to try new experiences. n The manager supports staff through supervision meetings. These meetings enable staff to reflect on their practice, well-being and how they support children's development. They attend relevant training to extend their knowledge of how to help children with special educational needs and/or disabilities. For example, staff support children to explore sensory toys to help them learn to concentration for longer periods of time.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n develop a sharper focus on the learning intention for planned activities, to extend children's knowledge and skills n support staff to deliver group activities that engage and interest all children in their learning.

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Setting details

Unique reference number EY471706 Local authority Derby Inspection number 10337168 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care

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inspection

Total number of places 36 Number of children on roll 46 Name of registered person Little Angels Playschool C.I.C

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reference number

Telephone number 07852718722 Date of previous inspection 5 July 2018

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Information about this early years setting

Little Angels Playschool C.I.C. registered in 2013 and is situated in Osmaston, Derby. The playschool employs eight members of childcare staff. One staff member holds an appropriate early years qualification at level 5, six at level 3, and one at level 2. The playschool opens during term time only from Monday to Friday, 9am until 3pm. The playschool 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 provider 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 her evaluation of the provider. n The manager talked to the inspector about activities provided at the playschool to share what the staff provide and how this assists children in their learning and development. n The quality of interactions during activities was observed, and the inspector assessed the impact this had on children's learning. n The inspector spoke with management, staff, parents and the children at appropriate times throughout the inspection. n The inspector carried out a joint observation with the manager. n The inspector held a meeting with the manager. She looked at relevant documentation and evidence of the suitability of staff.

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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

26 June 2024 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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