Our Little Angelz (2)

Our Little Angelz (2)

Unique reference number (URN): EY492312 Address: 47-51, Glebe Farm Road, Birmingham, B33 9NP Type: Childcare on non-domestic premises Registered with Ofsted: 21/12/2015 Registers: EYR, CCR, VCR Registered person: Our Little Angelz (2) Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Achievement Expected standard

Children develop good communication skills. They confidently engage in discussions and conversations with their friends, staff. Children develop their literacy skills as they enjoy listening to well-read stories and independently select their favourite books from the book corner. Children of all ages enjoy developing their motor skills as they learn to confidently negotiate the climbing frame. Children are progressing well across all areas of development. Any gaps in children's learning are closing. This includes children with special educational needs and/or disabilities. As a result, children develop the skills they need to prepare them for their future learning, including moving on to school.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote children's good behaviour from an early age. Staff working with young children act as good role models, showing kindness and consideration towards others. For example, they ask children for permission to change their nappy before leading them to the nappy room. The key-person system is effective. Staff know children well and use this knowledge to support children's emotional wellbeing. Children readily approach staff for cuddles and comfort when needed.

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Behaviour, attitudes and establishing routines Expected standard

Golden rules and clear expectations are displayed and consistently reinforced by staff. Staff manage behaviour calmly, using gentle and age-appropriate reminders. They read stories to children about emotions and talk to them about how they are feeling. Staff praise children for using good manners and prompt them to say 'please' and 'thank you' at appropriate times. Consequently, children are learning the rules of good behaviours. Leaders work in partnership with parents to ensure children benefit from regular attendance.

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Children's welfare and well-being Expected standard

Leaders and staff create a safe, secure and welcoming space for children to play and learn. Staff effectively promote secure attachments with children. An effective settling-in procedure is followed to help all children, including those with special educational needs and/or disabilities to feel settled and secure. Staff promote children's independence well. From an early age, children are supported to take care of their own needs. For example, young children are encouraged to get a tissue to wipe their nose. They help set the table in readiness for mealtimes. Staff supervise children well, sitting with them at mealtimes to promote good manners and social skills. They understand the importance of effective supervision to ensure children remain safe while eating.

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Children's welfare and well-being Expected standard

Children's good health is promoted further. Staff ensure the environment is clean and suitable. Children are reminded to drink water throughout the day to ensure they stay hydrated. Staff promote discussions about the importance of good tooth-brushing routines. They create a calm environment when it is time for children to rest or sleep.

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Curriculum and teaching Expected standard

Leaders and staff have a clear focus on what children need to learn next. They plan a curriculum that builds on what children already know and can do. For example, staff working with younger toddlers understand that they need to develop strength in their hands and fingers before they can successfully use cutlery to feed themselves at mealtimes. Staff plan interesting activities that children excitedly get involved with to help promote these skills. Staff plan a range of activities that support children with special educational needs and/or disabilities. They follow children's individual interests and allow children to decide when they want to join in with activities.

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Curriculum and teaching Expected standard

Staff working with babies promote children's communication and language skills well. They introduce new vocabulary, including action words and words linked to feelings as children engage in activities such as mirror play and exploring dough. Children's physical skills are developed through a range of experiences, including exploring the indoor climbing equipment. Staff encourage children to develop mathematical knowledge while joining in with songs and rhymes. Children make choices in their play, choosing from a well-resourced environment. On occasion, children are not fully supported to remain focused and engaged during group activities. For example, during group singing and story times, children are removed to have their nappy changed. This affects some children's enjoyment of the activity.

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Inclusion Expected standard

Leaders and staff are skilled at identifying and supporting children with special educational needs and/or disabilities. Ongoing assessment is used to help identify and track any potential gaps in learning. Staff plan effectively for these gaps, helping children to make secure progress.

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Inclusion Expected standard

Inclusive practice is embedded into daily routines. Staff use visual aids and sensory resources to encourage children to join in with activities. They ensure any additional funding is used well to reduce barriers that children may face to their learning. For example, they provide children who may benefit from more regular attendance with additional hours. Leaders and staff have high expectations for children's learning. Staff benefit from ongoing training to support children's individual needs. They work in partnership with parents and seek advice from external professionals in a timely manner to ensure children's needs are met.

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Leadership and governance Expected standard

Leaders and managers have a good oversight of the nursery's strengths and areas for development. They have sought advice from other professionals since the last inspection and have made positive changes as a result. Staff express how valued they feel in their roles. They appreciate the support they receive for their professional development.

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Leadership and governance Expected standard

Leaders and managers monitor the quality of teaching within the nursery. However, there is further scope to extend this to help all staff build on their knowledge and skills so that children make even more progress in their learning. Parents report that staff keep them updated about their children's learning and development through conversations and the regularly updated online platform. They feel that they have support to help children learn at home, such as around potty training or games to support language development. Parents who have children with special educational needs and/or disabilities feel that staff support their children's needs well, including where other professionals are involved in children's care and learning.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children are happy, settled and secure in the care of trusted adults. They arrive at the start of the day and confidently separate from their parents because staff are kind, caring and warmly greet them as they arrive. This helps to promote children's confidence and emotional wellbeing. Children quickly settle to their chosen play and enjoy playing alongside their friends. They learn to share and take turns with the toys and resources. Children show positive attitudes to learning. For example, younger children play happily in the sand as they try finding the toy animals that have been hidden. Children show delight when they find the animals, showing pride as they show the animals to staff. Older children work together to reach a goal, building and balancing blocks. They make suggestions and take account of what their friends say. Staff encourage and support children to have a go and see what happens, asking them what they think will happen if they add another block, for instance.

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What it's like to be a child at this setting

This helps to promote children's curiosity and enjoyment.

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What it's like to be a child at this setting

Leaders and staff understand the importance of regular attendance and work well with other professionals to ensure any extra funding can be used to promote this. Leaders focus well on those children who may face barriers to their learning. They plan a broad and balanced curriculum that is ambitious for each child. As a result, all children make good progress from their starting points and are well prepared for the next stage of their education.

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Address:

47-51 Glebe Farm Road Birmingham B33 9NP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Our Little Angelz (2) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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Next steps

Focus more on some group times to allow all children to remain motivated and engaged in their learning. Continue to provide all staff with ongoing support, monitoring and coaching to enable them to build on their current knowledge and skills.

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About this inspection

The inspectors spoke with leaders, the special educational needs coordinator, staff and parents during the inspection.

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About this inspection

We carried out this inspection under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the 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 foundations stage.

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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