Little Miracles Daycare

Little Miracles Daycare

Unique reference number (URN): 2834960 Address: Langley Childrens Centre, Windermere Road, Middleton, Manchester, M24 4LA Type: Childcare on non-domestic premises Registered with Ofsted: 18/03/2025 Registers: EYR, CCR Registered person: Little Miracles Daycare 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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Achievement Expected standard

All children achieve well from their starting points. As a result, gaps in learning are beginning to close, especially for those children with special educational needs and/or disabilities and children known to social care. Children explore their environment with curiosity and are keen to have a go.

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Achievement Expected standard

All children develop their language skills. Babies acquire words steadily as they copy key words modelled by staff. For example, they eagerly copy words during a 'magic bag' activity. When a duck is pulled from the bag, young children say 'quack, quack' with excitement. Regular singing sessions help children to learn about repetition. They become familiar with songs and actions and anticipate what comes next. For example, during the hello song even the youngest children wave and join in saying 'hello' to their peers. Children show an increased interest and enjoyment in books. Books are well placed around the rooms to help children connect to their experiences and play.

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Achievement Expected standard

Children develop important social skills. For example, children of all ages feed themselves independently and drink without support from their cup. As a result, children develop skills needed to progress to their next stage in learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff are kind and nurturing. They provide a calm and relaxed environment for children to learn in. As a result, children are generally calm and learn to play with increasing confidence. Staff respond appropriately, with reassurance and comfort, when younger children become unsettled with unfamiliar visitors in the room. This helps children to manage their feelings and emotions.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models, supporting children to use their manners. As a result, children begin to develop positive attitudes to each other and staff. Staff recognise children's achievements throughout their daily routines. For example, as children wash their hands before lunch, staff offer lots of praise to encourage children to become proficient with their self-care skills. All children are busy and occupied throughout the day. They display confidence as they try new things or explore textures.

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Behaviour, attitudes and establishing routines Expected standard

Leaders recognise the importance of children attending regularly and act promptly to follow- up on any unexplained absences.

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Children's welfare and wellbeing Expected standard

Children's welfare is supported through warm and responsive relationships. Positive attachments are formed and staff have built trusting relationships with the children. Children demonstrate a sense of belonging. They learn about oral health and brush their teeth in nursery. This is further supported through planned activities that help children to understand why it is important to make healthy choices. For example, children explore pretend teeth and practise brushing them, so they can understand how to keep their teeth clean.

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Children's welfare and wellbeing Expected standard

Children feel safe at nursery because staff help them to overcome their fears and worries. As a result, children develop a sense of security. For example, children are introduced to 'Goldilocks and the Three Bears'. This helps them to understand when food may be hot or cold, or if food needs to cool down. One child says, 'My food is hot, I need to blow it', as she reminds the other children sitting close by about keeping safe at mealtimes. Children benefit from first-hand opportunities to learn about safety. For example, staff support children to assess risks in the outdoor environment. Children thoroughly enjoy using a clipboard to mark each area as safe, once they have talked through their findings with an adult.

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Curriculum and teaching Expected standard

The curriculum builds progressively on what children already know and can do. Staff also use play to help children learn by exploring their senses. For example, in the baby room, staff introduce gels, foams and softer textures for the children to squish and swirl around their fingers. Staff in the big room carefully plan layers of more contrasting and varied textures for children to explore, such as moss, dry cereals and shredded paper, in their sensory tuff trays. Staff use language alongside these experiences, supporting children to notice, explore and describe differences in texture. However, on occasions, staff do not make the most of their interactions with children. This means some children do not have the opportunity to learn more deeply from experiences that have been prepared for them.

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Curriculum and teaching Expected standard

Leaders review the curriculum regularly and generally support staff to develop their teaching skills. Staff know children's individual needs well and use this knowledge to plan appropriate activities and experiences. As a result, children develop the knowledge and skills they need for their next stage in learning.

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Curriculum and teaching Expected standard

Staff promote reading and a love of books. A wide selection of books is accessible in different areas of the children's rooms. This allows children to explore pictures, stories and information that supports and further enhances their play.

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Inclusion Expected standard

Staff know children well. They identify when children may benefit from additional support and promptly seek early intervention. As a result, children make sustained progress from their starting points. Staff work closely with families and make effective use of the support available to them from their family hub and local authority. This ensures that every child and family benefits from the right support at the right time.

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Inclusion Expected standard

Parents speak highly about the support they receive. Staff work closely with parents to ensure a consistent approach between home and the setting. Regular communication with families helps parents and carers feel involved in their children's learning and development. Staff provide home-link bags to support families to manage experiences or challenges that may arise at home. This supports parents and carers to feel confident in responding to their children's individual needs. Staff typically help children to manage their emotions, so that they feel safe and secure in their environment. For example, staff immediately know when children begin to feel overwhelmed and take steps to help them overcome these feelings. As a result, children learn to regulate their behaviour.

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Inclusion Expected standard

Additional funding is used effectively to ensure all children benefit from a wide range of experiences. For example, funding has been used to help children explore nature. Consequently, children have watched ducklings hatch and butterflies emerge from their chrysalis in the pavilion. This helps children understand about similarities and differences as they observe changes in living things.

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Leadership and governance Expected standard

Leaders are aware of their duty to notify Ofsted of significant events. However, they recently overlooked a notification to inform Ofsted that a new manager had been appointed. Leaders are accurate in their reflections and use a rolling action plan to prioritise areas for development. This demonstrates a genuine commitment to continuous improvement. Leaders recognise more professional development opportunities are needed, to help staff understand that every interaction is a learning opportunity for children.

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Leadership and governance Expected standard

Leaders show commitment and enthusiasm for leading practice at the nursery. They want the best for the children and families that attend the nursery. Parents value the daily chats and regular meetings to keep them up to date on all that their children are doing. Parents comment on how happy they are with the setting and that communication is typically good.

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Leadership and governance Expected standard

Staff work with professionals to support children with their needs, including those with special educational needs and/or disabilities, and those known to children's social care. As a result, children receive timely and appropriate support that meets their needs. Leaders have a sound understanding of the local initiatives and support available for families through their local authority. They are committed to engaging with these initiatives and understand the important part they play in working collaboratively with local authority services and other professionals. This contributes to a consistent approach and helps ensure that children and families receive the support they need.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing by providing regular supervisions and opportunities for staff to discuss their workloads. Staff are enthusiastic and enjoy their work. As a result, team morale is positive and staff retention is good.

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

Children enjoy their time at this nursery and develop the knowledge, skills and confidence they need for their next stage in learning. This includes children with special educational needs and/or disabilities and those with other barriers to their learning.

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

Children demonstrate a sound sense of belonging in the setting. They settle well as they develop close bonds with their key person. Discussions take place with the key person and families to ensure the child is emotionally ready before they move room. This means that transitions prioritise the welfare and wellbeing of the children.

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

Children develop positive social skills and play alongside their peers. Children enjoy their learning and are eager, fascinated and curious learners. They explore bugs together outdoors. They talk gently and with kindness to the worms they have collected during their hunt and compare them in size and colour. One child waves his hand at the worm and smiles at it, showing a care for living things. Children are supported to have a go and receive praise for being brave when they show persistence during their bug hunt.

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

Children typically thrive in all rooms and make steady progress in their learning from their individual starting points. This is because leaders review the curriculum to ensure it is responsive to the needs of the child. As a result, children are better supported to develop across all areas of learning.

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

Children develop a range of skills through purposeful experiences. They learn to explore different materials and enjoy making marks with their fingers as they explore sensory bags

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Address:

Langley Childrens Centre, Windermere Road Middleton Manchester M24 4LA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 18/03/2025 filled with foams, gels and glitter. This supports their physical development and helps young children to build muscles within their hands and fingers.

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Address:

Children feel safe at nursery and through good communication between staff and parents, manage to help children overcome their fears or worries.

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Next steps

Leaders should ensure practitioners recognise every interaction as an opportunity to further extend children's learning. Leaders should continue to support staff professional development around high-quality interactions, helping practitioners use everyday play and conversations as a learning opportunity.

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About this inspection

The inspector spoke with leaders, practitioners, special educational needs coordinator, children and parents and carers 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 this provision complies with the statutory framework for children's learning, development and care, known as the early years foundation stage. Registered person: Little Miracles Daycare Ltd

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About this inspection

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.

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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

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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