Marcham Little Angels Nursery

Marcham Little Angels Nursery

Unique reference number (URN): 2565615 Address: 1 Barrow Close, Marcham, Oxon, OX13 6TY Type: Childcare on non-domestic premises Registered with Ofsted: 10/01/2020 Registers: EYR, CCR Registered person: Little Angels Childcare Group Limited

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding. Leaders have not identified a significant breach, this includes the failure to obtain appropriate suitability checks for individuals who have regular contact with children. This puts children at potential risk of harm.

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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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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff are positive role models. They talk to children with respect. They consistently reinforce children's behaviour through positive praise, distraction and promoting kind behaviours, such as being kind and sharing.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well within a generally calm and supportive environment. They understand the expectations for behaviour, which are typically reinforced by staff through clear guidance, praise and gentle reminders. As a result, all children learn to treat one another with kindness and respect. They play cooperatively, share resources and engage in conversations with their peers, showing developing social skills. Positive relationships between staff and children support children to feel secure and valued, contributing to their willingness to participate in activities and routines.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of regular attendance, and children attend consistently, helping them to build familiarity with daily routines. Staff are attentive to children's individual needs, offering appropriate support to help them manage their feelings and behaviour. For example, staff use distraction and reassurance to support younger children or those who may need additional help with emotional regulation. The overall approach ensures that children develop appropriate behaviours, positive attitudes and the social skills needed for their next stage of learning.

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Inclusion Expected standard

Children benefit from an inclusive environment where staff know them and work effectively to identify and reduce barriers to learning and wellbeing. Staff use observations, assessments and regular discussions with parents to recognise when children may need additional support. They take timely action and work closely with external professionals, such as speech and language therapists, physiotherapists and specialist advisory services, to help children receive the support they need. Children with special educational needs and/or disabilities or children who may face barriers to their learning and/or wellbeing are well supported through targeted plans, appropriate resources and thoughtful adaptations to routines and activities. For example, children access specialist equipment, visual prompts and tailored strategies that help them participate alongside their peers and develop increasing independence.

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Inclusion Expected standard

Children who receive additional funding benefit from carefully considered support to help widen their experiences. Leaders use additional funding appropriately to support gaps and provide targeted interventions, resources and access to enrichment opportunities, such as extra-curricular activities, that children may not otherwise experience. Children who speak English as an additional language are supported well. Staff value children's home languages, gather key words from families and use effective communication strategies to help children develop their understanding of English and support their language skills enabling them to make progress alongside their friends.

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Needs attention

Staff build warm relationships with families and maintain open communication, enabling parents to contribute to children's care and learning. As a result, children feel valued, included and supported to make progress from their starting points, whatever their background, needs or circumstances.

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Achievement Needs attention

Achievement across the areas of learning is not consistent and gaps in some children's learning are not closed as swiftly as they could be. Mathematical development is a notable weakness across the age ranges, as children do not experience enough opportunities that are routinely embedded in everyday activities or interactions. However, children do make some progress from their individual starting points, particularly in developing independence, confidence and aspects of communication and language. For example, some children, including those with special educational needs and/or disabilities and those who speak English as an additional language are supported to engage in activities and show emerging skills such as using gestures, single words or participating in small group interactions.

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Achievement Needs attention

Weaknesses in the curriculum intent and its implementation mean that activities do not always target what children need to learn next or provide sufficient opportunities to practise and embed new skills. In addition, inconsistencies in the quality of staff interactions limit the depth of learning, resulting in progress that is variable rather than sustained. Consequently, some groups of children do not achieve their full potential and are not as well prepared for the next stage of their learning as they could be.

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Children's welfare and wellbeing Needs attention

Weaknesses in practice and breaches of statutory requirements impact on the children's safety and welfare. Although children form secure attachments with familiar staff and appear settled, cared for and emotionally supported, safeguarding arrangements are not robust. In particular, weaknesses in recruitment and vetting procedures mean that not all individuals who have regular contact with children have undergone the required suitability checks. This significant breach compromises children's safety and increases the risk of potential harm, as leaders cannot fully assure that all individuals are safe to work with children. As a result, children's welfare is not fully protected, and improvements are required to ensure all children are kept safe and their wellbeing is prioritised at all times.

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Children's welfare and wellbeing Needs attention

Children are supported to express their emotions and generally develop a sense of belonging through positive relationships with staff. There are strengths in how children who face barriers to their learning including those with special educational needs and/or disabilities are supported. Staff work with external professionals and make appropriate adaptations so these children can access routines and activities alongside their peers. Children enjoy outdoor play and benefit from opportunities to be physically active, including activities such as forest school, football and hockey, which support their health and wellbeing.

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Urgent improvement

Children are generally supported to develop an understanding of personal safety, health and wellbeing. For example, during hot weather, staff encourage children to stay hydrated, and to use suncream and hats during outdoor play. Older children learn about healthy routines and become independent as they pour their drinks and serve their food at mealtimes.

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Curriculum and teaching Needs attention

The new leadership team has a clear understanding of where improvements are needed and the team has begun to review the curriculum and staff practice. However, the impact of these actions is not yet evident in children's daily experiences. Although leaders and staff have a broad sense of intended learning, weaknesses in the curriculum design mean it is not carefully structured to consistently build on children's skills sequentially. Furthermore, some planned experiences do not focus sharply on what children need to learn next.

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Curriculum and teaching Needs attention

Learning experiences are not consistently adapted well enough for the varying age groups. For example, mathematics is not taught explicitly across all age ranges. Activities are inviting and fun, yet inconsistencies in the quality of interactions and teaching mean some learning is incidental rather than by intention. Nonetheless, some older children develop mathematical awareness through activities that encourage them to talk about number, size and weight. This supports communication and language.

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Curriculum and teaching Needs attention

Staff generally know children's interests and next steps, however, teaching is variable across the setting. When more effective, children learn about the lifecycle of butterflies. They listen attentively to familiar stories about a very hungry caterpillar. Staff help older children to observe the chrysalis in the room and make connections between this and the story. While some staff engage children well, ask questions and extend conversations, this is not consistent. Too often, staff supervise play rather than interact skilfully to deepen thinking, develop vocabulary or move learning on.

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Curriculum and teaching Needs attention

Staff use assessments to set appropriate targets for all children, including those who may face barriers to learning. Generally, this helps staff to identify gaps in children's learning. Children with special educational needs and/or disabilities and those who need additional support are included appropriately.

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Leadership and governance Urgent improvement

Leadership and governance require urgent improvement, as leaders have not ensured that statutory requirements are consistently met, particularly in relation to safeguarding. A significant breach, regarding the failure to obtain appropriate suitability checks for individuals who have regular contact with children, mean safeguarding is not effective. This places children at potential risk of harm and demonstrates that leaders' oversight of safer recruitment and ongoing suitability is not sufficiently robust.

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Leadership and governance Urgent improvement

Recent changes in leadership have begun to identify weaknesses within the provision. Leaders show an awareness of areas requiring improvement, such as inconsistencies in staff practice, weaknesses in the curriculum and gaps in supervision and induction processes. However, actions taken to date are at an early stage and have not yet had sufficient impact to secure improvements in practice or outcomes for children.

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Leadership and governance Urgent improvement

Systems to monitor the quality of teaching, staff performance and the implementation of the curriculum have not been effective. This has resulted in variable practice, inconsistent staff interactions and opportunities not fully maximised to support children's learning. Furthermore, arrangements for staff supervision, coaching and professional development have not been implemented consistently, limiting staff's ability to improve their practice.

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Leadership and governance Urgent improvement

Staff report that their wellbeing is supported. Professional development is largely limited to mandatory training and has not yet strengthened practice. Nevertheless, leaders and staff maintain positive partnerships with parents and the wider community supporting children's experiences beyond the setting.

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Compulsory Childcare Register requirements

This setting has not 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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What it's like to be a child at this setting

Children do not experience a well-sequenced, ambitious and carefully structured curriculum. While some staff understand children's interests and next steps, teaching quality is inconsistent and opportunities to extend learning are frequently missed. For example, mathematical language and problem-solving are not routinely promoted during play or planned experiences, meaning children's learning can be incidental rather than intentional. Furthermore, staff's practice is not effectively monitored to ensure that children receive consistently high-quality interactions and teaching that builds on their skills. This impacts on the quality of education children receive. Despite these weaknesses, children appear settled and content in their environment.

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

Children experience a welcoming and generally caring environment where they separate from parents with ease and quickly engage in play. They form warm relationships with familiar staff and enjoy spending time with their friends, showing that they feel settled and secure. Children behave well, learn to share, take turns and cooperate in activities such as imaginative play, building obstacle courses and group games. Older children demonstrate growing independence as they pour their own drinks, use the toilet confidently and manage simple self-care routines. Children enjoy sensory play with water, mark-making, stories and outdoor exploration, showing curiosity and enjoyment.

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

Children with special educational needs and/or disabilities are included in daily activities. Staff work closely with parents and external professionals to provide additional support, helping these children make progress from their starting points. Staff offer guidance on how to support learning at home and work with parents, offering flexibility to increase attendance. Children who speak English as an additional language are supported through tailored communication strategies, helping them to feel valued and included.

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

Although children are happy, weaknesses in leadership oversight and staff practice mean they do not consistently receive high-quality interactions. Furthermore, teaching does not help all groups of children make the best possible progress and be fully prepared for their next stage of learning. Safeguarding arrangements are not effective. A breach in recruitment and vetting procedures mean leaders cannot assure themselves that all individuals working with children are suitable. This compromises children's safety.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

obtain an enhanced criminal records check for every person aged 16 and over, to ensure any person who may have regular contact with children is suitable 29/05/2026

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Action Completion Date

ensure the curriculum is ambitious, challenging and appropriate for all children 29/05/2026

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Action Completion Date

improve arrangements to provide staff with a robust induction programme, coaching and support that enables them to improve their ability to implement a suitable curriculum and consistently high-quality interactions for children 29/05/2026

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Angels Childcare Group Limited

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Address:

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

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Action Completion Date

improve staff's knowledge of and expertise in how to support children's mathematical development 29/05/2026

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About this inspection

The inspector spoke with leaders, staff, children, parents, the special educational needs coordinator, and the designated safeguarding lead 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.

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. Local authority: Oxfordshire

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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 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

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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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