LITTLE ANGE'S DAYCARE

LITTLE ANGE'S DAYCARE

Unique reference number (URN): 2734800 Address: Anothermushroom, 245 Camberwell New Road, London, SE5 0TH Type: Childcare on non-domestic premises Registered with Ofsted: 20/06/2023 Registers: EYR, CCR, VCR Registered person: Little Ange's Daycare Limited

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.1

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.1

Achievement Expected standard

Children are prepared for their next steps. Older children develop self-care skills, such as handwashing, using a knife and fork and cleaning their nose with a tissue independently. Toddlers develop independence by practising putting on their own coats and shoes and learning how to walk down stairs safely.

p.2

Achievement Expected standard

Children with individual support plans, and those who face barriers to their learning, benefit from staff who know them well and understand how to help meet their individual needs. This ensures they all make progress from their individual starting points. Children explore their environment confidently and access resources with enthusiasm.

p.2

Achievement Expected standard

Children develop key communication skills, this supports their ability to play collaboratively. Younger children narrate their actions during sensory play and stay focused throughout while being guided by staff to learn new vocabulary. Older children engage during role play in conversations with each other about what meals they are cooking.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have high expectations for all children. Staff are excellent role models. They intervene to support children to take turns, or to support them to play together effectively. Children care for one another. For example, a child shares out the scarves between friends ready for dancing. They spontaneously hug each other throughout the day and hold hands to dance with each other while laughing. Children all want to share their achievements with staff. When making pretend food in the outdoor kitchen, they enjoy sharing what they have made for the staff and seek praise for their efforts.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are generally well behaved. However, during daily routines, not all staff are confident at consistently implementing strategies to enable all children, particularly those with special educational needs and/or disabilities, to understand and follow rules and expectations. This is confusing for other children at times.

p.2

Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and responsive. Staff know the children very well. The key-person approach has been improved to ensure that all parents feel confident about who they can go to if they have concerns. Leaders understand the importance of children's attendance and punctuality at the nursery and they share this with families.

p.2

Children's welfare and wellbeing Expected standard

The welfare and wellbeing of all children, including those children who are known or previously known to children's social care, are promoted effectively through warm and consistent interactions that foster secure attachments. Staff gather detailed information from parents when their children start. This ensures that children's individual dietary needs and other additional needs are met. During circle time, children all sing 'good morning' to each other, welcoming them into the setting. Children make choices about which songs they would like to sing, and this helps them feel heard and valued. Staff ask every child how they are feeling. Children respond with words, such as 'fantastic, fine' and 'great' as they recognise their emotions. Staff notice when older children are tired and thoughtfully ask if they would like a rest or nap.

p.2

Children's welfare and wellbeing Expected standard

Children develop an understanding of being healthy. When eating broccoli, staff say, 'that is going to make your muscles so strong, well done' while holding up their arms to show children their muscles. Routines are thoughtfully structured to meet children's individual needs. This helps children feel emotionally secure. Leaders recognise the importance of regular outdoor play for all children, particularly for children who face barriers to learning.

p.3

Curriculum and teaching Expected standard

Leaders prioritise the development of the curriculum to meet all areas of learning. There is a clear focus on children's physical, personal, social and emotional development. Overall, the curriculum is adapted for those with special educational needs and/or other learning barriers, and staff use children's interests to support their engagement.

p.3

Curriculum and teaching Expected standard

Songs and rhymes are sung throughout the day and a love for books is encouraged. Staff typically support children's communication and language development well. They use a rich vocabulary and encourage children's thinking skills. For example, they introduce the word 'infusing' when watching paint mix into milk. However, when younger and older children play together, staff do not always expand older children's vocabulary enough to help them make even better progress.

p.3

Curriculum and teaching Expected standard

Physical development is prioritised for all ages. For example, babies practise digging and scooping sand. Toddlers enjoy dance sessions with music, and squeal with delight as they jump to catch the scarves floating in the air. Older children develop hand muscles when using pipettes to squeeze paint.

p.3

Curriculum and teaching Expected standard

Mathematical language is used consistently to support children during play. For example, staff encourage children to count from 1 to 10 out loud together when playing 'hide and seek animals.' They challenge children to count how many animals they find.

p.3

Inclusion Expected standard

Leaders have taken swift action since the previous inspection to ensure all children's individual needs are identified and assessed using a graduated approach. All children, including those with special educational needs (SEND) and other barriers to learning, are making progress. Staff monitor children's progress closely and reviews are completed regularly to identify appropriate next steps. Leaders work in partnership with the local authority early years specialists to help improve children's outcomes.

p.3

Inclusion Expected standard

Staff work hard to support children where there are barriers to learning or additional needs and children who speak English as an additional language. Adaptations for children are typically effective in meeting their individual needs. For example, visual aids and sand timers are used to support children to understand transitions within the nursery. Staff training is targeted to strengthen their ability to deliver inclusive practice. They have recently accessed training on managing behaviour in a positive way. However, strategies to help children with SEND or other barriers to learning understand rules and boundaries during routines are not implemented consistently enough. As a result, children are often confused about expectations.

p.3

Inclusion Expected standard

Leaders use pupil premium funding effectively and understand the impact it is having on the children. For example, they have used funding to develop the sensory room and train staff to become 'healthy mover' leaders to support children's physical development and wellbeing.

p.4

Leadership and governance Expected standard

Since the previous inspection, leaders have implemented changes that have had a positive impact on the day-to-day running of the setting. Leaders have supported staff to complete training that has had a pivotal impact on supporting children with special educational needs and/or disabilities or other barriers to learning. Partnerships with external agencies are effective. Regular and consistent meetings with an extensive range of specialist and professionals ensure leaders and staff make effective adaptations to improve children's outcomes.

p.4

Leadership and governance Expected standard

Leaders work effectively to review practice and secure improvements that have a positive impact on outcomes for children. Parents state that they have seen a vast improvement in the communications they are receiving from the setting. They say they feel more involved and valued in their children's care and learning. Leaders welcome regular support from the local authority. This has strengthened self-evaluation and helped embed required changes. Leaders have introduced improved systems for staff supervision sessions and mentoring. As a result, children benefit from a more effective curriculum and a well-managed environment that supports their safety and development. Staff speak positively about working at the nursery and say they feel valued and well supported by leaders.

p.4

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

The setting is safe and welcoming, where children enjoy learning and have opportunities for meaningful play. Staff consistently model kindness and respect. Leaders are proactive in strengthening the nursery's provision for children with special educational needs and/or disabilities and other barriers to learning. They ensure that staff receive targeted training and attend regular supervision meetings. Those who face barriers to their learning generally thrive. Staff get to know children well to provide learning opportunities based on children's interests.

p.5

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

Children develop their concentration skills and are well prepared for the next stage of their education. Daily outdoor play supports children's physical development and wellbeing. For example, they take part in an obstacle course to develop balance and coordination. Indoors, children enjoy exercise and learning to express themselves through physical activities. For example, they slither like snakes on the floor, stomp like a gorilla and raise their trunks like an elephant.

p.5

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

Children's voice is valued. For example, they take turns to choose their favourite songs to sing during circle time and take time to learn each other's favourite dance moves. Children are confident and feel a sense of belonging, which allows them to flourish. They have positive relationships with staff and seek comfort when they need it, snuggling in for a story or initiating a group hug.

p.5

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

All children enjoy their time at this setting. Children benefit from using resources that engage and interest them. Children explore sensory resources, such as a tuff tray with dinosaurs frozen in ice. They 'have a go' at rescuing them with child-friendly hammers and saws. Staff teach the children about how the ice melts as it warms up. All staff are proactive in

p.5

Address:

Anothermushroom 245 Camberwell New Road London SE5 0TH

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Little Ange's Daycare Limited

p.6

Address:

Register(s): EYR, CCR, VCR supporting children's play. They help children build on what they already know and support children's imagination by asking questions to extend their thinking.

p.6

Next steps

Leaders should support staff to implement strategies to enable all children, particularly those with special educational needs and/or disabilities, to consistently understand and follow rules and expectations during daily routines. Leaders should improve the quality of staff's interactions and their teaching skills to expand children's vocabulary during play.

p.6

About this inspection

The inspector spoke with leaders, parents and carers, children, staff, the special educational needs coordinator and those responsible for safeguarding 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:30

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.

p.8

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.

p.8

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