My Little Angels Daycare 2

My Little Angels Daycare 2

Unique reference number (URN): 2786846 Address: 26-30 Nickson Road, Coventry, CV4 9RU Type: Childcare on non-domestic premises Registered with Ofsted: 11/04/2024 Registers: EYR, CCR Registered person: Flint, Sharon Julie

p.1

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.

p.1

How we evaluate safeguarding

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

p.2

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.

p.2

Achievement Strong standard

Children, including those who start nursery with significant delays in their learning or communication, make sustained progress from their starting points. Some children who were previously non-verbal now use words and short phrases to express their needs, share their ideas and talk about their interests. Children with special educational needs and/or disabilities, those known to children's social care, and those who receive additional funding, work towards clear individual targets and achieve important steps, such as managing big emotions more calmly or mastering new physical skills.

p.2

Achievement Strong standard

Across the nursery, babies and older children build secure foundations in communication, physical development and personal and social skills. They remember and apply what they have learned, for example recalling number facts, solving simple problems and using new vocabulary in different situations. By the time they are ready to move on, children are confident, increasingly independent and well prepared for the next stage of their education.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children behave well across the age range. From an early age, staff teach children simple rules and practical strategies that help them to manage their feelings. Children play cooperatively in groups. They start to understand right and wrong and build empathy as they listen to the views of others. Babies are confident and quickly learn the daily routines that will prepare them for their later learning. For example, when staff place the soft rug onto the floor, they know that it is time to sit. Babies become excited as they wait in eager anticipation of rhymes and songs.

p.2

Behaviour, attitudes and establishing routines Strong standard

The environment is organised to include calm spaces where children can pause and regulate their emotions. Staffs' in-depth knowledge of their key children helps to ensure that each child is cared for in accordance with their individual needs. Staff are very responsive to the needs of children with special educational needs and/or disabilities. Staff provide a consistent approach and apply individual strategies so that each child can take part and feel secure. Leaders work with parents to build a culture of regular attendance. They actively establish routines that help children arrive ready to learn and to make the most of their time at nursery.

p.2

Children's welfare and wellbeing Strong standard

Leaders and staff place children's welfare and wellbeing at the centre of their work. A well- established key-person system means that babies and children form secure, trusting relationships with the adults who care for them. Staff know each child's routines, likes and worries well. They respond quickly and sensitively so that children feel safe, happy and secure. This includes children with special educational needs and/or disabilities. All staff hold high expectations for children to be independent, confident learners, who want to do well and voice their feelings.

p.3

Children's welfare and wellbeing Strong standard

Children experience a wide range of daily routines and activities that build healthy habits. Staff talk with children about drinking water, eating well and staying active. Free access to the outdoor spaces gives children frequent opportunities to run, climb and balance. They become confident in moving across different levels in the garden and learn how to take measured risks when using larger play equipment. Staff use the greenhouse and growing beds to help children learn how to care for plants and understand where food comes from.

p.3

Children's welfare and wellbeing Strong standard

Babies' care is carefully planned. Staff follow safer sleep guidance and check sleeping babies regularly. As children grow, staff encourage them to take increasing responsibility for simple self-care tasks, such as handwashing and getting ready for mealtimes. This helps all children to develop independence and a secure sense of physical and emotional wellbeing.

p.3

Curriculum and teaching Strong standard

Leaders have carefully designed a curriculum that covers all 7 areas of learning. It reflects the diverse community the nursery serves. They review this curriculum regularly, and adjust it so that it stays closely matched to children's changing needs and interests. Staff place a clear emphasis on early communication and language, children's physical skills and their personal and social development. They use daily routines, stories and songs to build children's vocabulary, turn-taking and confidence to talk.

p.3

Curriculum and teaching Strong standard

All staff understand the purpose of the curriculum and implement it effectively. Staff use ongoing assessment to check what children know and can do. They plan purposeful activities indoors and outdoors that build on children's interests, such as construction, outdoor exploration and role play, and break learning down into small steps so that each child can take part. Babies benefit from calm, language-rich routines where staff narrate what is happening and use songs and simple signs to support early communication.

p.3

Curriculum and teaching Strong standard

Staff are skilled at scaffolding children's learning and adapting teaching for those who need extra help, including children with special educational needs and/or disabilities. They vary the level of support, language and resources so that children can join in alongside their peers. Staff carefully weave mathematical ideas through play, for example by counting, comparing quantities and talking about 'more' and 'less' as children explore sand, water and small objects.

p.3

Inclusion Strong standard

Leaders and staff are fully committed to making children's experiences at nursery as inclusive as possible. Accurate assessment of children's starting points and their ongoing development means that additional needs are identified early and leaders can target support where it is most needed. When gaps in children's learning or wellbeing emerge, leaders and staff act swiftly and put clear, targeted plans in place to support the individual needs of each child. Partnership with parents and external agencies are used well to shape this support, including for children with special educational needs and/or disabilities. This helps children to access the full breadth of the curriculum.

p.4

Inclusion Strong standard

Staff are knowledgeable about each child and understand the strategies that help them to take part and feel secure. Leaders make sure that additional training is available so staff can respond to children's emerging needs throughout the day. Thoughtful use of additional funding has allowed the nursery to provide a wide range of resources to engage the children and to support them to manage and begin to regulate their own feelings and emotions.

p.4

Leadership and governance Strong standard

Leaders and staff hold a shared vision that every child can do well. They use what they know about the local community to shape the nursery's work. They review what is working and make changes where needed. As a result, all children, including those with special educational needs and/or disabilities, and those who face other barriers to their learning or wellbeing, benefit from their full entitlement and learn in well-resourced indoor and outdoor spaces.

p.4

Leadership and governance Strong standard

Leaders recognise the importance of a highly-trained staff team and invest in this. There is a bespoke programme of supervision and professional development for all staff. Leaders fully support staff who want to gain initial and higher qualifications. Staff say that leaders think carefully about the workload and wellbeing and that they feel valued and well supported to develop their practice.

p.4

Leadership and governance Strong standard

Leaders build trusting relationships with parents and the wider community. Parents say that their children enjoy coming to nursery and that they feel well informed about their child's day. An inclusive ethos underpins an approach to support all families and takes account of the varied needs of the geographical area and of the community. Parents and staff are rightly proud of this nursery and the benefits it brings to the children who attend.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

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

Children relish their time at this nursery. The environment is safe and welcoming. Children settle quickly because staff know them well and respond sensitively to their needs. Babies and older children form trusting relationships with their key person, which helps them to feel secure and ready to learn. Children develop a wide range of physical skills and confidence. They climb and balance on low-level beams, use wheeled toys and tip resources outside. Younger children stand at low trays, splashing and pouring water between containers as they strengthen their core and hand control. Staff notice their efforts and give specific praise. As a result, children keep trying and take pride in what they can now do.

p.5

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

A sharp focus on developing communication and language skills helps to increase children's vocabulary. Staff introduce new language as children's play. For example, they talk about 'splashing' and 'sploshing' with younger children. Staff are skilled in recognising and using what children enjoy. Books and stories are highly valued and contribute to children's emerging command of language. Staff talk about the pictures as children turn the pages and listen to the story. Younger children develop an enjoyment of books and like to share these with adults. Older children recall events in their lives, such as holidays they have been on. Those who need extra help are drawn into conversations and supported to find their voice, so they can share their ideas and experiences.

p.5

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

Children, including those who have additional needs or face barriers to their learning and/or wellbeing, are fully involved in daily routines and activities. From an early age, they learn simple rules, help with small tasks and become increasingly confident and independent. Leaders keep a close eye on children's attendance so that all children benefit from what the nursery offers and are well prepared for their next stage of learning.

p.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

p.6

Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and/or wellbeing.

p.6

About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents and children during the inspection.

p.6

About this inspection

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.

p.6

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.7

Expected standard

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

p.7

Needs attention

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

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8