Little Angels Daycare Warrington Ltd.

Unique reference number (URN): 2852616 Address: Little Angels Daycare, The School House, River Road, Warrington, WA4 6ZE Type: Childcare on non-domestic premises Registered with Ofsted: 16/06/2025 Registers: EYR Registered person: Little Angels Daycare Warrington Ltd.

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

All children, including those who face barriers to their learning, achieve well from their starting points. They make progress across all areas of development, giving them the knowledge they need for their next stage of learning. However, on occasion, some experiences do not consistently enable children to develop their communication and language skills during play.

p.2

Achievement Expected standard

Regular singing sessions help children to learn about repetition. They become familiar with songs and actions and anticipate what comes next. For example, when children hear the words 'Row, row, row your boat', they excitedly start rocking their bodies forward and backwards as if they are rowing.

p.2

Achievement Expected standard

Children practise new skills and extend their learning in a supportive environment. For example, children curiously explore a 'squeezy' bottle where the nozzle has become blocked with mixture. Staff encourage children to squeeze the bottle more firmly at the top, successfully unblocking the nozzle. As a result, children learn through trial and error and show persistence in solving problems.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff are kind and nurturing. They provide a relaxed environment for children to learn in. This approach means that children are generally calm and learn to play with increasing confidence. Staff are positive role models and use respectful language to encourage positive behaviour. For example, when younger children want to use the same resource, staff model turn-taking and help children find other resources as a distraction while they wait. As a result, children begin to develop positive attitudes towards each other and staff.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children feel safe at nursery, and staff help children overcome their fears or worries. For example, mindfulness sessions have been introduced for children, where they can concentrate on breathing exercises as part of a calming 'sound bath' experience. The children also learn about 'chakras', how they feel around their body and what each rainbow chakra means for their wellbeing. As a result, children's behaviour calms as they learn to regulate their emotions. Visual aids are used well to support children's understanding of routines and boundaries. Consequently, children know what to expect and are increasingly able to follow familiar routines.

p.2

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. This helps to keep children safe and protected.

p.2

Children's welfare and wellbeing Expected standard

Children's welfare is generally 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, which supports their emotional wellbeing. Daily care practices promote children's health and growing independence. Children follow handwashing and toothbrushing routines, and are supported with toileting as they develop their self-care skills. Mealtimes provide valuable opportunities for social interaction. Conversations flow between children and adults as they talk about their day or the foods they are eating. Leaders ensure that children are offered a broad variety of healthy and nutritious foods at every mealtime and snack time. They ensure that all children have access to fresh drinking water throughout the day. Safer eating and sleep practices are well established and embedded. These promote children's safety and wellbeing in line with the

p.2

Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities for fresh air and exercise. Activities reflect children's interests, ages and stages of development and support their physical development, such as by supporting their muscle strength and balance. For example, younger children explore soft-play blocks so they can experience climbing and crawling on different surfaces and at different levels. Staff allow children time to practise their new skills, offering praise and encouragement to boost their confidence.

p.3

Curriculum and teaching Expected standard

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. Leaders review the curriculum regularly and generally support staff to develop their teaching skills.

p.3

Curriculum and teaching Expected standard

Staff provide children with a wide variety of learning experiences that capture children's interests. For example, pre-school children explore an 'investigation station', where they combine different ingredients to make pizza and cakes and explore possibilities with materials. Children excitedly roll lumps of jelly between their hands and say, 'Wow, look at my jelly. I am making jelly babies.' Others confidently respond and say, 'Well, I am making jellybeans with my jelly!' Younger children in the baby room enjoy sensory experiences where they can squish paint around a table wrapped with clingfilm. They become fascinated as they can feel the texture but cannot touch it directly. This encourages their curiosity and sensory exploration. However, occasionally, staff do not provide consistent interactions with children, meaning that some children do not have the opportunity to learn more deeply from experiences that have been prepared for them.

p.3

Curriculum and teaching Expected standard

Staff promote reading and a love of books. A wide selection of books is accessible across different areas of the children's rooms. This enables children to explore pictures, stories or information that supports and further enhances their play. Mathematical skills and vocabulary are taught throughout the day. For example, staff encourage children to count during routines, such as when self-serving at mealtimes, and staff also use counting songs to develop number awareness and introduce mathematical language through play.

p.3

Inclusion Expected standard

Leaders have a clear understanding of how to identify children who may need additional support to reach their full potential in their learning and development. They achieve this through observations and tracking children's development with assessments, for example. Staff show an awareness of children's starting points and what the next steps in learning look like for each child. Staff can talk about the progress children make throughout their time at the setting. Leaders have introduced a speech and language intervention tool to ensure children receive the right support at the right time. In turn, this approach reduces barriers to their learning by recognising when early help is needed.

p.3

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. Leaders ensure that families are well supported and signposted to appropriate services when they face additional challenges. This helps families access the right support when it is needed, and reduces potential barriers to children's learning and development.

p.4

Leadership and governance Expected standard

Leaders have established a positive culture where children are at the heart of their decision- making. They are accurate in their reflection and have an effective overview of the nursery, including its strengths and areas for further development. Leaders are knowledgeable about and ambitious for all children, particularly those children who face barriers to their learning. Staff speak highly of the support they receive and have regular opportunities with leaders to discuss their key children, focus on safeguarding and highlight any training needs. Leaders have identified that more work is still needed to help staff ensure that every interaction is seen as a learning opportunity for children. For example, conversations between staff and children are sometimes limited, and staff do not consistently introduce new vocabulary to children to support their communication skills.

p.4

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. Leaders monitor children's attendance, accidents and incidents closely. They use this information to review and update risk assessments, keeping them as working documents. Leaders are aware of their duty to notify Ofsted of significant events and seek guidance from the local authority designated officer when required.

p.4

Leadership and governance Expected standard

Parents value the daily chats that 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 effective. However, leaders recognise that there is further scope to strengthen partnerships with parents by providing more frequent opportunities to discuss children's progress. This will enable parents to better understand their child's next steps and reinforce key learning at home.

p.4

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. Children show that they feel safe and happy in the nursery. They settle well as they develop close bonds with their key people. All staff know children and their families well. Discussions take place between the key person and the child's family to ensure that each child is emotionally ready before they move into the next age room. This means that transitions prioritise the welfare and wellbeing of the children.

p.5

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. Even the youngest children explore brushing their hair together and delight in combing staff's hair. Staff respond with warmth, praise and encouragement, which, in turn, encourages the children to remain engaged for longer.

p.5

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. They receive a wide range of activities that appeal to their interests and current learning needs. For example, pre-school children show an interest in squirting water from bottles. This helps them to build muscles in their fingers to support their early writing skills. Their key person builds on this interest by carefully leading them into open- ended experiences. This enables children to revisit their exploration while encouraging them to explore further possibilities and develop their curiosity. Outside, children move freely between activities, make choices about their play and show enjoyment and interest in the stimulating outdoor environment. In turn, this allows their imagination and creativity to flourish.

p.5

Next steps

Leaders should help staff to provide consistent interactions with children to promote their communication and language skills further. Leaders should strengthen partnerships with parents, providing a two-way flow of information to support children's development.

p.5

About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, children, and parents and carers during the inspection.

p.5

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

p.5

Address:

Little Angels Daycare The School House, River Road Warrington WA4 6ZE

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Little Angels Daycare Warrington Ltd.

p.6

Address:

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

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

1 to 3

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.

p.6

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.7

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.7

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.7

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8