Little Angels Day Nursery

Inspection of Little Angels Day Nursery 2 Davison Road, Smethwick, West Midlands B67 6JL

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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

Leaders and staff happily welcome children when they arrive at the setting. Children are keen to come inside and quickly settle down to play, choosing from the wide range of toys and activities available to them. Staff have developed warm relationships with children. They respond to children's needs and promote their well-being through positive interactions. For example, they complement children on their Christmas jumpers and celebrate their achievements. This promotes children's self-esteem and helps them to feel secure during their time at the setting. The setting has some rules in place, such as 'being kind' and 'taking turns', to support children to behave well and make the right choices.

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The provision is good

Staff teach children about making healthy choices. For example, they provide freshly-prepared, nutritious meals and encourage them to drink throughout the day. They give children clear and consistent messages about hygiene. Staff successfully support children to become independent in some aspects of self-care, such as handwashing, from a very young age. They ensure that all children benefit from regular access to the outdoor environment. Children thoroughly enjoy accessing a range of opportunities to develop their small and large muscles. This positively supports children's physical development.

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need to do better?

n Staff plan engaging activities that build on what children already know. They have clear intentions for children's learning. Staff talk with children during activities and ask them to recall prior learning. However, they do not always identify opportunities to further extend children's learning. For example, when sorting minibeasts, they discuss some of their features. However, they do not maximise all opportunities to challenge all children further during learning opportunities. On occasion, this prevents children from moving on in their learning to the highest possible level. n Staff engage in constant dialogue with children. They speak clearly and model language well, introducing new words such as 'hippopotamus' to broaden children's vocabulary. Staff share a variety of books with children. Children enjoy the warm interactions and cuddles they receive from staff as they share stories. They handle books carefully. Staff encourage children to talk about what they

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need to do better?

can see in the pictures and ask them questions about the stories, repeating back to children to model speech correctly. This supports children's communication and language and fosters a love of books, which prepares children well for early reading later on. n Leaders and staff have the same ambition for all children. They make effective adaptations for children with special educational needs and/or disabilities (SEND). Staff work in close partnership with parents and other professionals,

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need to do better?

10 December 2024 such as health visitors, to support children's development effectively based on individual SEND needs. As a result, children with SEND receive the help and support they need to move forward with their learning and development. n Staff provide opportunities and experiences that support all children's wider personal development effectively. For example, children visit a local care home and the library. Staff teach children about different celebrations, such as Christmas, and the importance of valuing and respecting others' beliefs. This helps to deepen children's knowledge of the local community and understanding of the world. n Staff have clear expectations and apply consistent boundaries that support older children to behave well. As a result, they show positive attitudes to their learning through high levels of engagement and concentration. Younger children generally play happily and are not unkind to others. However, the expectations

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need to do better?

for younger children's behaviour are sometimes less clear. This means that, at times, they are less well supported to understand their feelings and manage their own behaviour. n Leaders have developed effective systems for sharing information with parents. For instance, they have introduced parent questionnaires and feedback forms. Parents are positive about the level of care their children receive and they feel well supported. Leaders ensure that staff have access to helpful training to support their professional development. They have a clear vision and strategy for the future development of the setting to further improve what they offer.

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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 further support staff to identify opportunities to extend learning to help children make the best possible progress in their learning n support staff to implement more consistent messages about the expectations for children's behaviour.

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Setting details

Unique reference number 255142 Local authority Sandwell Inspection number 10368415 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 Full day care

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inspection

Total number of places 44 Number of children on roll 20 Name of registered person Bent, Vivienne

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reference number

Telephone number 0121 429 6226 Date of previous inspection 20 March 2019

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Information about this early years setting

Little Angels Day Nursery registered in 1991. The nursery employs six members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 to level 6. The nursery opens Monday to Friday, all year round. Sessions are from 8am until 4pm. The nursery is in receipt of early years funding for children aged from nine months to three years.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Staff spoke to the inspector during the inspection. n The inspector observed the interactions between staff and children. n The inspector and manager carried out a joint observation. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff. n The inspector spoke with leaders about the leadership and management of the setting.

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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

10 December 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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