Little Angels Childcare & Nurseries Ltd

Little Angels Childcare & Nurseries Ltd

Unique reference number (URN): EY290685 Address: Weaver Primary School, Western Avenue, Nantwich, Cheshire, CW5 7AJ Type: Childcare on non-domestic premises Registered with Ofsted: 02/09/2004 Registers: EYR, CCR, VCR Registered person: Little Angels Childcare & Nurseries 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 typically achieve well across all areas of the early years foundation stage. The well- sequenced curriculum ensures children build on what they already know and can do. As a result, children make steady progress from their starting points. They develop the confidence, independence and skills they need for their next stage of learning, including school.

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Achievement Expected standard

All children, including disadvantaged, those known (or previously known) to social care, and those who may face other barriers to learning and/or wellbeing, develop their communication and language skills. Children learn to listen attentively, respond to others and use an increasing range of vocabulary in everyday play and activities. For example, children confidently name parts of their body as they join in with familiar songs such as 'Head, Shoulders, Knees and Toes'. Regular opportunities to share stories, songs and rhymes help children to understand and use new words accurately.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to learning during their time in the setting. They sustain their attention for extended periods and show high levels of curiosity and motivation. For example, younger children focus their attention as they learn to twist the tap on a water urn to fill their glass. This helps support children to develop resilience as staff regularly offer praise and encouragement. Children are eager to explore activities and engage purposefully in their play.

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Behaviour, attitudes and establishing routines Expected standard

Staff have high expectations of children's behaviour in the setting. They help children to resolve any minor conflicts in ways that are appropriate to their stage of development. For example, they consistently role model turn-taking and sharing during play. They use praise to reinforce positive behaviour. This helps children to understand their own feelings and those of others, supporting their personal, social and emotional development. As a result, children learn how to play cooperatively, develop positive relationships with their peers and build the skills they need to work alongside others.

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Children's welfare and wellbeing Expected standard

Children arrive at the setting enthusiastically, ready to begin their day. An effective key- person system ensures that staff know their key children and families well, fostering trusting relationships. As a result, children feel safe, secure and supported throughout their time in the setting.

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Children's welfare and wellbeing Expected standard

Hygiene routines are robust, and children are encouraged to become increasingly independent in managing their care needs. They understand the importance of washing their hands before eating and after using the toilet. Staff respond sensitively to children's wishes and needs, managing routines such as nappy changing calmly and respectfully. Familiar songs and gentle reassurance are used to support children's emotional wellbeing and strengthen attachments.

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Children's welfare and wellbeing Expected standard

Children benefit from daily outdoor play, enjoying activities such as riding balance bikes and trikes in the garden. Staff teach them to stay safe, ensuring helmets are worn and demonstrating safe practices. Leaders also arrange local outings, for example walks by the river where children feed the ducks. These experiences help children learn about the world around them and develop a sense of community.

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Curriculum and teaching Expected standard

Leaders plan a broad and balanced curriculum that focuses on developing children's communication and language skills, their personal, social and emotional development, and their physical development. Staff are confident in using assessment to understand what children know and can do, including carrying out 2-year-old progress checks. They identify children's next steps in learning and plan activities that reflect children's interests and support individual needs. This means children make progress and any gaps in learning are monitored closely.

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Curriculum and teaching Expected standard

Staff interactions are effective and supportive. They give children time to follow their own ideas and thinking, using strategies such as modelling and well-timed questioning to extend children's learning. As a result, children show high levels of engagement and curiosity as they explore resources and join in with activities. For example, children find ways to make toy cars dirty by tipping sand on them, so that they can clean them in a car wash activity. This encourages children to develop their problem-solving skills and fully explore their own ideas.

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Curriculum and teaching Expected standard

Staff carefully plan activities tailored to meet the differing needs of children. For example, younger children explore rolling balls through pipes and guttering, while older children build more complex marble runs. This differentiation in the curriculum allows children to develop their physical skills in a way that is appropriate to their age and stage of development, supporting continuous learning over time.

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Inclusion Expected standard

Leaders and staff use a range of effective assessment strategies, including communication and language screening tools, to monitor children's development and ensure they make good progress in their learning. Any gaps in development are identified promptly, and targeted plans are put in place to support children in achieving their next steps.

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Inclusion Expected standard

All children, including those with special educational needs and/or disabilities, disadvantaged children, and those who may face other barriers to learning, are well supported. For example, leaders source books in home languages for children to share with their parents and/or carers. This strengthens children's communication and language development while fostering a love of reading from an early age.

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Inclusion Expected standard

Leaders and staff give careful consideration to the use of additional funding to ensure it has a positive impact on children's outcomes. For instance, plans are in place to further develop the outdoor environment by enhancing the mud kitchen and climbing equipment. These improvements will support children's physical development and encourage imaginative play.

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Leadership and governance Expected standard

Staff report that they feel well supported in their roles and describe a strong ethos of teamwork. They benefit from regular one-to-one meetings and supervision with leaders, which provide valuable opportunities to discuss the progress of their key children, reflect on practice, identify training needs and consider their wellbeing. Leaders ensure that staff remain up to date with all mandatory training. However, professional development is not always sharply focused on further developing staff knowledge and skills to consistently raise the quality of teaching to the highest level.

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Leadership and governance Expected standard

Leaders regularly reflect on the setting's strengths and areas for development. Recently, they have reorganised the indoor environment to create more spacious, open areas, enabling children to play more freely and confidently. Leaders have also identified plans to further enhance the outdoor learning area by introducing additional climbing opportunities. These improvements will support children in developing strength in their large muscles and increasing confidence in their physical abilities.

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Leadership and governance Expected standard

Parents report that their children are happy, settled and well cared for. Staff share regular updates about children's learning and development through a daily app, alongside verbal feedback at drop-off and collection times. They also provide parents with guidance on care routines, such as toilet training. This strong communication supports continuity of care between home and the setting and promotes effective partnerships with parents.

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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 warmly welcomed into this friendly and nurturing setting by kind and caring staff. They develop trusting relationships with familiar adults, confidently seeking them out for comfort and support or to join in play across the range of activities available. Children actively participate in daily routines. For example, they sing a familiar welcome song and independently find their name card to place on the small tree. These routines help children to develop a strong sense of belonging and ensure they feel safe and secure during their time in the setting.

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

All children benefit from frequent opportunities to explore their own ideas and thinking through play. For instance, young children demonstrate high levels of engagement as they persevere to work out how to fill a play syringe with water. They show determination and delight as they succeed, pressing the plunger and squirting water across the tray. This illustrates children's positive attitudes to learning and supports a growing sense of achievement.

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

Children learn to share and take turns as part of their everyday play and routines. Staff adopt a consistent approach to promoting positive behaviour, helping children to understand expectations and develop strong social skills. Any incidents of unwanted behaviour are addressed promptly and sensitively. As a result, children play cooperatively with their peers and learn to form respectful, positive relationships over time.

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Next steps

Leaders should ensure professional development is sharply focused on improving staff

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Address:

Weaver Primary School Western Avenue Nantwich Cheshire CW5 7AJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Angels Childcare & Nurseries Limited

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Address:

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

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. knowledge and skills so that the quality of teaching is consistently of the highest standard.

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About this inspection

The inspector spoke with leaders, staff and children 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 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. This data is from 16 January 2026

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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 standard 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 standard 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

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 .

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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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