Marble Hall Little Angels Day Nursery

Inspection of Marble Hall Little Angels Day Nursery Connect Derby, Marble Hall, 80 Nightingale Road, Derby DE24 8BF

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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

Children are happy as they arrive at nursery. They easily separate from their parents and join in with activities. All children, including babies, demonstrate they feel safe and secure with staff as they greet them with a hug. Children receive praise from staff when they follow instructions, such as helping to tidy up, and generally, they behave well. On occasions where older children struggle to manage their own behaviour, staff use a range of techniques to help children make good choices and learn which behaviour is appropriate. When children have minor disagreements with their friends, staff support them to manage their feelings and solve problems. Children show that they are proud and have a sense of belonging at the nursery. They enjoy showing visitors photos of their family.

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The provision is good

Children become increasingly independent at the nursery. At mealtimes, staff teach children how to pour their own drinks and to confidently use a knife and fork to eat. Children take responsibility for their environment when staff show them how to clean their plates and put rubbish in the bin. Children recognise their own coats and put them on before playing outdoors. Children are confident communicators. They talk to visitors and offer them pretend ice creams and coffee. Staff help children to learn how fruit and vegetables grow. This results in older children being curious and asking staff questions about the tomato plants they are growing.

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need to do better?

n Staff support children's communication and language development well. Younger children hear nursery rhymes and familiar songs. Staff teach them the names for different animals, such as goats, sheep and horses. Staff are skilful as they adapt their language to be simple and easily understood. For example, when children enjoy pretending to have a tea party, staff ask them thoughtful questions about what they are making. Staff use a range of tools to support those who may find communication more difficult, such as children who speak English as an additional language. They use visual aids and sign language to help children express their wants and needs. As a result, all children make good progress with their communication. n Children participate in daily routines, such as washing their hands before meals. At lunchtime, they enjoy serving themselves and eating lunch with their friends. However, staff do not always fully consider how daily routines and transitions

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need to do better?

impact children's learning. For example, play is sometimes interrupted when staff loudly announce it is time for snack which can disrupt children's concentration and engagement. n Children develop their physical skills. Staff provide a range of activities to support the development of children's large and small muscles. Outdoors, children learn to throw and catch a ball. They enjoy practising scooping and

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need to do better?

10 June 2025 pouring with sand. At snack time, staff teach children how to squeeze with their hands to use the tongs. Younger children enjoy using their fingers to pop bubbles. n Leaders have implemented a lending library to encourage parents to read to their children at home, helping to build on their love of books. However, sometimes, when staff read stories to children, they do not support them to focus and engage in the learning being offered. This results in children being distracted and disengaging. n Support for children with special educational needs and/or disabilities (SEND) is good. Highly skilled staff work closely with a range of external professionals to seek the help and support that children need. They know children well and create targeted support plans which helps them deliver suitable activities. Staff use a range of strategies to ensure they are always inclusive and consistently adapt their activities and the environment to meet the needs of all children.

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need to do better?

Consequently, children with SEND make excellent progress from their starting points in learning. n Leaders support staff well. They identify areas they wish to improve and provide training to staff to close any gaps in their learning. For example, staff recently attended training to further support children's emotions. Leaders have established strong parent partnerships and parents speak very highly of the support the nursery provides.

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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 consider the organisation of activities and daily routines to enable children to engage more deeply in learning opportunities n help staff to build on children's attention and focus, such as when sharing books and stories with them.

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Setting details

Unique reference number EY544417 Local authority Derby Inspection number 10394765 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care

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inspection

Total number of places 60 Number of children on roll 68 Name of registered person Little Angels Playschool C.I.C

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reference number

Telephone number 07711118454 Date of previous inspection 24 September 2019

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Information about this early years setting

Marble Hall Little Angels Day Nursery registered in 2017 and is situated in Derby. The nursery employs 12 members of childcare staff, of whom 11 hold appropriate early years qualifications, including one at level 5. The nursery opens from 9am to 3pm, Monday to Friday, during term time. It provides funded early education for children aged nine months to four years old.

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Inspection activities

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 Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual about the leadership and management of the setting. n Staff spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and the manager carried out a joint observation of a communication and language activity. n The inspector spoke to several parents during the inspection and took account of their views.

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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 June 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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