Angelina's Day Care Ltd

Angelina's Day Care Ltd

Unique reference number (URN): 2780624 Address: Asset House, 4 East Street, Colchester, CO1 2TX Type: Childcare on non-domestic premises Registered with Ofsted: 20/03/2024 Registers: EYR Registered person: Angelina's Day Care Ltd

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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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Inclusion Strong standard

All children demonstrate a strong sense of belonging at this warm and inclusive setting. Leaders recognise the barriers that children may face in their learning and development and take consistent, effective steps to reduce them. Staff training is carefully matched to the needs of the children and the setting's priorities, which strengthens staff knowledge and helps them to support children well. Leaders and staff identify children's needs swiftly, including disadvantaged children, those with special educational needs and/or disabilities and those known or previously known to children's social care. Leaders use additional funding purposefully and with precision to provide targeted support that meets children's individual needs. As a result, children who receive this funding, and those who may face other barriers, make sustained progress from their starting points.

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Inclusion Strong standard

Leaders and staff regularly and rigorously review children's progress. They adapt support systematically as children's needs grow and change, ensuring that help remains timely and effective. Children who are learning English as an additional language benefit from well- chosen strategies, such as visual prompts and clear routines, which help them to understand what is happening now and what will happen next.

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Inclusion Strong standard

Leaders build positive relationships with families and take a flexible, responsive approach to working with parents. This helps families to feel supported and contributes to the positive experiences that children have while attending the setting.

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Achievement Expected standard

Children typically make secure progress from their starting points across all areas of learning. Overall, they develop their communication and language skills well because staff identify their needs early and use well-matched strategies, including for children who are learning English as an additional language. Children build early mathematical understanding through meaningful opportunities, such as filling and emptying sand into containers and exploring how quantities change as they pour. They develop increasing independence, for example, when serving their own meals and learning to cut fruit safely.

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Achievement Expected standard

As children move through the rooms, staff consider friendship groups and each child's developmental stage. This helps children to sustain positive relationships and supports their confidence as they access the next steps in the curriculum. Children who occasionally miss planned sessions receive flexible support, ensuring that they continue to access key learning and make expected progress. Overall, children, including those who are disadvantaged or with special educational needs and/or disabilities, are suitably prepared for the next stage in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a positive and welcoming environment in which expectations for behaviour and routines are clear and understood by staff, parents and children. They take a flexible and responsive approach to working with families, helping them to make arrangements that support regular attendance and promote consistent routines for children. This enables children to settle well, participate fully in daily experiences and join in with learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff model kindness and respect in their interactions with children, helping children to learn how to treat others. They encourage children to play cooperatively, share resources and resolve minor disagreements with support. Staff help children to learn how to manage their feelings by providing quiet, comfortable spaces where they can pause, reflect and settle with their key person when they need reassurance.

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Behaviour, attitudes and establishing routines Expected standard

When children become upset, staff respond promptly with calm, sensitive approaches, such as offering comfort or gently distracting them to help them regain control of their feelings. They adapt their support according to each child's age and stage of development. As a result, children typically behave well for their age, build secure relationships and show increasing confidence in managing their emotions and meeting the expectations of the setting.

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Children's welfare and wellbeing Expected standard

Children experience calm, familiar routines that help them to feel safe and settled. Staff follow children's familiar sleeping patterns and provide close supervision so that rest times reflect children's individual needs. Warm, responsive interactions help children to build strong attachments with their key person. There are comfortable areas for children to rest or have quiet time looking at books with their key person. Staff use picture cards to show what happens now and next, helping all children, including those with special educational needs and/or disabilities and those who speak English as an additional language, to understand the structure of the day and feel confident during transitions.

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Children's welfare and wellbeing Expected standard

Daily care practices promote children's health and growing independence. Children follow handwashing routines and are supported with toileting as they develop their self-care skills. They enjoy nutritious snacks and meals, and planned tasting activities, such as exploring a variety of fruits. This broadens their experiences of healthy foods and encourages them to talk about different textures.

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Children's welfare and wellbeing Expected standard

Children have daily access to the outdoor garden. They climb steps, slide on the apparatus, practise kicking balls and join in movement songs. These experiences generally help them to build their coordination, balance and physical confidence.

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Curriculum and teaching Expected standard

Leaders understand the quality of the curriculum and teaching. They monitor staff practice, provide feedback and encourage staff to share ideas. This builds staff confidence and enhances children's learning opportunities. Leaders know children and their families well. They use this knowledge to identify learning gaps and plan a curriculum that builds on what children already know and can do. Staff draw on children's interests, such as imaginative play with dolls and dinosaurs, to plan activities that capture and sustain their engagement.

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Curriculum and teaching Expected standard

Staff help children to develop their language skills. They talk with children as they play and use stories and books to introduce new vocabulary. Children explore early mathematical ideas through everyday experiences, such as counting in stories or using numbers in their play. Most staff support children's thinking well, although some closed questions limit children's deeper discussion.

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Curriculum and teaching Expected standard

The curriculum places a clear emphasis on children's physical, personal, social and emotional development. Staff build warm, trusting relationships that help children to feel secure. Staff provide activities such as using tweezers to move small objects from one pot to another, giving purposeful practice in hand-to-eye coordination and fine motor control. Outdoor movement play supports physical development. Indoors, younger children have fewer opportunities that promote large physical movement.

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Curriculum and teaching Expected standard

Leaders and staff adapt teaching for children's individual needs, including for disadvantaged children, those with special educational needs and/or disabilities and children learning English as an additional language. These adaptations help all children to take part in the curriculum.

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Leadership and governance Expected standard

Leaders have taken appropriate action since the last inspection to strengthen the education and care that is provided to children. They understand the setting's strengths and areas for development and use this insight to make decisions in children's best interests. Leaders draw on staff expertise and use observations, professional discussions and reviews of practice to guide improvement. Staff feel supported and speak positively about their professional development. Recent training on supporting and managing children's behaviour has been implemented well and has led to noticeable improvements in staff confidence and children's day-to-day experiences.

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Leadership and governance Expected standard

Leaders monitor children's progress closely and identify those who need extra help. Strategies for children with special educational needs and/or disabilities are adapted in response to their changing needs. Visual supports help children who speak English as an additional language to understand routines and settle quickly. This responsive approach contributes to the strong, inclusive culture that is evident across the setting.

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Leadership and governance Expected standard

Partnerships with parents are effective. Leaders actively seek parents' views through daily conversations, written feedback and digital updates, helping families to feel informed and valued. They are mindful of staff wellbeing and ensure that workloads remain manageable, while recognising and appreciating the additional effort that staff have put into enhancing children's care and learning.

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

Children typically arrive happy and ready to start their day. When children need more support, staff are on hand to provide comfort and gentle reassurance, enabling them to settle quickly and feel secure. Warm greetings and familiar routines reinforce a sense of safety and belonging from the moment they come through the door. Staff's calm, nurturing interactions give children confidence to explore, knowing that a trusted adult is always close by. Cosy, comfortable areas allow children to pause or look at books with their key person when they need time away from busier activities.

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

Children enjoy playing and learning alongside friends. They share resources, take turns and join in each other's play, giggling together and with staff as they explore activities, such as sprinkling sand or preparing fruit. Staff model kindness throughout the day and support children to manage small disagreements. This helps children to feel included and strengthens their social confidence.

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

Children who need additional help, including those with special educational needs and/or disabilities and those who are learning English as an additional language, receive tailored support. Visual prompts, clear routines and patient language modelling help them to understand what is happening now and what will happen next. Staff adapt their approach sensitively, ensuring that all children can participate fully. This contributes to the strong culture of inclusion across the setting.

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

Children enjoy a range of experiences that help them to grow and thrive. They taste new foods, practise skills that build hand–eye coordination and develop their physical confidence and some skills in the garden by climbing, sliding, kicking balls and joining in movement songs. Children take pride in their increasing independence, serving their own meals and managing simple self-care routines. Together, these experiences help children to feel secure, valued and well prepared for their next stage of learning.

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Next steps

Leaders should support staff to strengthen their interactions with children, particularly by developing questioning techniques that promote critical thinking and deeper understanding. Leaders should review and strengthen the physical environment for younger children to ensure it offers appropriate opportunities for them to develop their large physical movement.

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Address:

Asset House 4 East Street Colchester CO1 2TX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Angelina's Day Care Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator and children during the inspection and reviewed the written feedback provided by parents.

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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.

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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.

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Urgent improvement

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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