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
Inspection report: 11 February 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Expected standard
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met

Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
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.
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.
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.
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

Inspector:
Frankie Holliday
About this setting
Unique reference number (URN): 2734800
Address:
Anothermushroom
245 Camberwell New Road
London
SE5 0TH
Type: Childcare on non-domestic premises
Registration date: 20/06/2023
Registered person: Little Ange's Daycare Limited
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.
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.
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.
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
Local authority: Southwark
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 11 February 2026
Children numbers
Age range of children at the time of inspection
1 to 4
Total number of places
26
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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