Happy Little Angels Day Nursery Ltd

Inspection of Happy Little Angels Day Nursery Ltd Croydon Unitarian Free Christian Church, The Croydon Flyover, Croydon CR0 1ER

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Requires improvement

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The provision is inadequate

The provider has not improved the quality of the provision since the last inspection. Breaches to the requirements compromise children's safety, welfare, learning and development. Leaders and staff do not have effective arrangements in place to manage and support children's behaviour. Staff are inconsistent in their approaches. Children do not understand what is expected of them and often behave aggressively towards one another.

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The provision is inadequate

The quality of education is poor. Although the leaders are clear about what they want children to learn, staff do not have high expectations of what individual children can achieve. Staff do not ensure children are challenged in their learning. Children often get bored and move from one activity to another, or misuse resources and display challenging behaviour. Staff's weak teaching skills have a negative impact on children's attitudes towards learning. All children, including those with special educational needs and/or disabilities (SEND) and those who speak English as an additional language (EAL) do not make the progress they are capable of.

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The provision is inadequate

Nevertheless, staff are kind and caring and help children settle when they first start. This supports their emotional well-being. Children are active and regularly access the outdoors. They learn some skills, such as independence. Children understand the importance of regular handwashing and confidently engage in this routine. They benefit from a healthy and nutritious diet and spend time in the fresh air. This contributes to their health.

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need to do better?

n Leaders do not ensure that staff know what to do should they have a concern about children's welfare. Although staff attend safeguarding training, they do not have a suitable understanding of external procedures for safeguarding children in line with the local safeguarding partnership. This can lead to delays in reporting concerns about children's welfare should the designated safeguarding lead be absent or not taking any action. n Leaders do not recognise weak practice in the setting to ensure that improvements are made. They continue to not meet requirements. However, following engagement with the local authority advisory team, they have made improvements in some areas. For example, leaders improved the key-person system, and every child has a key person to support their emotional well-being when they first start. n Staff do not always consider children's interests when planning for their learning.

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need to do better?

They arrange activities, sometimes with a clear intention, however, they often just observe children and fail to engage with them to build on their learning, for

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need to do better?

7 May 2025 example, in meaningful conversations. There are occasions when children count as they play. However, staff do not support their learning further, to build on children's mathematical skills. n Staff have opportunities to meet with leaders, however, these are not effective in identifying areas for improvement. Leaders fail to identify and address weaknesses in staff's practice or training needs. They do not set objectives to help staff's professional development. As a result, children often receive a poorly developed and inconsistently delivered curriculum. Children's individual needs are not met, and they do not make the progress they are capable of. n Current risk assessments are weak. Leaders and staff do not identify or remove hazards from outdoors. Leaders do not provide safe storage for scooters. Current storage poses a risk of harm. Leaders and staff fail to identify and remove tripping hazards that pose a risk to children as they play. This has a

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need to do better?

significant impact on children's safety and well-being. n Leaders work with a range of professionals to arrange strategies to support children with SEND in their learning and development, as well as behaviour. However, staff do not use these strategies consistently. This means that children are not receiving the support they need to help them develop to their full potential. n Staff are not skilled enough to support children's communication and language development. For example, staff use too complicated words, such as 'camouflage', with the youngest pre-verbal children and do not challenge older children to build on their vocabulary. In addition, children who learn EAL do not have any opportunities to hear and use their home language in the setting. Nevertheless, children enjoy when staff read them books and when they sing nursery rhymes. n Leaders and staff gather appropriate information from parents about their

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need to do better?

children when they first start and regularly discuss children's progress. Parents feel informed about their children's time at nursery and talk positively about caring staff. n Children benefit from learning to understand diversity and explore the local community. For example, they visit local markets, parks and playgrounds.

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Safeguarding

The arrangements for safeguarding are not effective.

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Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

train staff to help them understand how to escalate concerns about children's welfare externally, in line with the local safeguarding partnership 29/05/2025

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Due date

provide tailored support, supervision and training for each member of staff, to help them develop a consistently good quality of teaching 29/05/2025

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Due date

ensure staff are consistent in their approaches and develop skills to positively manage and support children's behaviour 29/05/2025

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Due date

provide consistent support for children with special educational needs and/or disabilities to help them achieve their full potential 29/05/2025

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Due date

improve risk assessments and ensure children are not exposed to risks within the outdoor environment. 29/05/2025

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Due date

improve the delivery of the curriculum to support all children to make good progress in their learning and development 07/08/2025

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Due date

improve the programme to support children to develop their communication and language skills, including children who speak English as an additional language. 07/08/2025

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Setting details

Unique reference number 2618544 Local authority Croydon Inspection number 10393983 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 50 Number of children on roll 51 Name of registered person Happy Little Angels Day Nursery Ltd

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reference number

Telephone number 02087260510 Date of previous inspection 25 September 2024

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Information about this early years setting

Happy Little Angels Day Nursery Ltd registered in 2021 and is located in the London Borough of Croydon. The nursery is open from 7.30am to 6.30pm, Monday to Friday, 51 weeks a year. It employs fifteen members of staff, one of whom holds a relevant qualification at level 4, seven staff at level 3 and one staff at level 2. The nursery provides funded early education for two-year-old children.

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Inspection activities

n We carried out this inspection as a result of a risk assessment, following information we received about the provider. n The manager and the inspector completed a learning walk together and discussed the curriculum. n The inspector spoke to parents and staff and took their views into account. n The inspector held a meeting with the manager and the nominated individual. n The inspector completed general observations of children, indoors and outdoors. n The inspector carried out joint observations with the manager.

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Inspection activities

7 May 2025 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

7 May 2025 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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