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
Inspection report: 18 August 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
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.
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.
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.
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.
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.
Leaders recognise the importance of children attending regularly and act promptly to follow-
up on any unexplained absences.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.

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
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 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.
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.
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.
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

Inspector:
Donna Blaney
About this setting
Unique reference number (URN): 2834960
Address:
Langley Childrens Centre, Windermere Road
Middleton
Manchester
M24 4LA
Type: Childcare on non-domestic premises
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.
Children feel safe at nursery and through good communication between staff and parents,
manage to help children overcome their fears or worries.
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.
About this inspection
The inspector spoke with leaders, practitioners, special educational needs coordinator,
children and parents and carers 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 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
Register(s): EYR, CCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Rochdale
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 18 August 2026
Children numbers
Age range of children at the time of inspection
1 to 3
Total number of places
39
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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