Angels Daycare

Angels Daycare
Unique reference number (URN): EY446860
Address: Catholic Church Hall, Exeter Road, Honiton, Devon, EX14 1AX
Type: Childcare on non-domestic premises
Registered with Ofsted: 25/04/2012
Registers: EYR, CCR, VCR
Registered person: Angels Daycare Ltd
Inspection report: 29 January 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.

Strong standard
Achievement Strong standard
Generally, children achieve well from their starting points. Gaps in all children's learning are
closing consistently, and children are developing an extensive range of skills and knowledge
across the curriculum. Children are extremely well prepared for school. Young children take
off their shoes, find slippers and persevere to put them on. They serve themselves food at
snack time and safely spread butter on their toast. Older children are highly independent
with their self-care and manage the process well without support. They count accurately,
recognise their own names and accurately suggest children's names when staff ask, 'Whose
name starts with 's'?', for example.
Children of all ages are highly articulate communicators. Older children speak clearly in
lengthy sentences. They knowledgeably talk about healthy and unhealthy food and
accurately use vocabulary such as 'bones', 'muscles', 'blood'.
Children show highly developed personal, social and emotional development. Older children
say 'sharing is caring' as they help younger children to take turns. Children with special
educational needs and/or disabilities use sand timers independently to help them share
equipment outside.
Behaviour, attitudes and establishing routines Strong standard
Children's behaviour is exemplary. Staff consistently reinforce positive behaviours, praising
children for sharing, listening and helping one another. Children beam with pride as they
place stars in the 'star jar', proudly telling their friends, 'I got a star for really good listening.'
Children are deeply engaged, highly motivated and demonstrate an eagerness to participate
in their learning.
Relationships between staff and children are exceptionally warm, nurturing and respectful.
Children enter confidently and seek out their key person to share details about their
morning, such as what they have eaten for breakfast. Staff listen attentively and respond
with genuine care and interest. They show children that their contributions are valued,
fostering a strong sense of belonging.
Well-established routines provide children with a strong sense of security. Transitions are
managed calmly and purposefully. For example, children wait patiently and independently
look at books as they prepare for lunch. Staff sensitively adapt routines for younger children
and provide gentle, respectful support for those transitioning from nappies to using the potty
or toilet. They use songs, such as the 'washing hands' song, to help younger children and
those new to the setting learn routines and develop independence.
Support for children's emotional wellbeing is thoughtfully and consistently embedded
throughout the day. Children are encouraged to identify their emotions by placing their photo
on the 'feelings tree' as they arrive. They engage in meaningful, supportive conversations
with their key person, helping them to recognise, understand and express their feelings with
increasing confidence.

Leaders work closely with parents to promote good attendance and punctuality. They
provide support and guidance where needed, demonstrating a shared commitment to
ensuring that children benefit fully from the rich-learning experiences on offer.
Children's welfare and wellbeing Strong standard
Staff consistently follow robust procedures to promote children's safety and welfare. They
involve children in managing their own safety. For example, children tell adults when they
have spilled water and know to take care when the 'slippery' sign is in place.
Rigorous information is collected when children start, and this is reviewed regularly. This
ensures that children's dietary and medical requirements, as well as their sleeping and
eating routines, are individually tailored to meet their changing needs.
Close attachments are formed between staff and children. Care practices are consistently
respectful and tailored to each child's needs. Staff provide sensitive reminders and
encouragement for children who are toilet training. They skilfully teach younger children how
to manage their clothing and wash their hands. Older children demonstrate their
independence as they manage their self-care confidently.
Teaching about healthy eating is embedded within the curriculum and daily routines. Older
children accurately sort foods eaten by the 'hungry caterpillar' into healthy and unhealthy
groups. Children clean their teeth as part of the daily routine. Parents report that their
children now choose to do this at home.
Staff provide a wide range of opportunities for children to be physically active. They teach
children simple yoga poses and breathing techniques. Children are encouraged to use these
when they need to rest or feel overwhelmed. This helps children to develop positive, long-
term habits for managing their physical and emotional wellbeing.
Inclusion Strong standard
Assessment and monitoring procedures are extremely thorough and regular. Gaps in
children's learning are identified swiftly. Leaders promptly respond to these gaps and skilfully
adapt their teaching. They consistently use different resources and give additional time to
meet the needs of individual children. They carefully monitor these adaptations to ensure
that they are effective in helping children make progress.
Leaders prioritise and target their training to keep their knowledge of special educational
needs and/or disabilities up to date. They have a clear understanding of local processes for
seeking support from professionals and know how to gain additional funding. They use this
knowledge to put highly impactful strategies in place as they wait for additional professional
advice. Staff consistently modify their language and repeat key words for children who find it
difficult to listen and focus. This successfully improves children's concentration and helps
them become fully involved in learning.
Leaders are passionate about removing barriers to learning for all children. They use
additional funding extremely effectively to widen children's experiences and improve their

Expected standard
outcomes. For instance, they purchase specific equipment and provide additional
opportunities for children who need more support to develop their physical skills.
Parents comment on the positive difference the support they receive has on family life. They
say their children's behaviour and learning has noticeably improved since attending the
setting.
Leadership and governance Strong standard
Leaders' robust understanding of their local community helps them respond and adapt their
policies and teaching as children's and families' needs change. Leaders and staff have
incredibly high expectations of themselves and children. They regularly review their
provision and target their professional development to ensure that their teaching improves
outcomes for all children. They are committed to continually developing their practice. A
recent focus on supporting children to learn about and use technology safely has had a
thoroughly positive impact on children. Staff successfully use technology to enhance
children's listening skills and encourage children with speech and language difficulties to
speak with increased clarity and confidence.
Staff's workload and wellbeing are managed effectively. Leaders and staff work together
extremely well and are excellent role models for children. They understand their strengths
and are open to advice and suggestions from other professionals to enhance their
knowledge and skills further. Well-established relationships with others in the local
community help consistency for children who attend different settings. Transitions to school
are carefully planned and important information about children shared.
Leaders thoroughly inclusive approach alongside their effective use of additional funding
ensure that children with special educational needs and/or disabilities or other barriers to
learning receive a high-quality start to their early education.
Curriculum and teaching Expected standard
Leaders and staff plan and deliver an ambitious, meaningful and clearly sequenced
curriculum. Accurate and timely assessments ensure that children make progress from their
staring points ready for school. The environment is thoughtfully designed to provide a wide
range of learning opportunities based on children's interests and motivations. Children
engage in purposeful play for extended periods of time. They chat to each other as they
pretend to bake cakes and pour cups of tea.
Staff's interactions are positive and engaging. Staff know when to join children's play to
extend their knowledge and skills. For instance, they play alongside children and teach
children to use tweezers to pick up small objects after recognising children are confident to
do this with spoons. Staff teach mathematics well. They help children count and recognise
numbers during 'welcome time' and embed mathematical language around shapes, size and
colour as children play.

Staff modify their approaches to support children with special educational needs and/or
disabilities and for children who have barriers to their learning. They give specific roles and
responsibilities to engage children in learning when they find it difficult to listen. However,
during some larger-group sessions, teaching is not adapted to meet the developmental
needs of younger children. Younger children do not always understand the vocabulary staff
use and and do not offer their ideas or respond to staff's questions within the larger group.
The curriculum for communication and language is implemented well. Staff repeat back
correctly when children mispronounce difficult words. They add words to children's
sentences and involve children in meaningful conversations. Children use language
confidently in a range of contexts.
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
Children thrive at this friendly, welcoming and inclusive setting. Leaders and staff have
extremely high expectations of all children. All staff have a robust understanding of how to
build on children's starting points and successfully extend their learning. This curriculum is
delivered through high-quality teaching and meaningful engagement with children.
Thoughtful adaptations and adjustments ensure that all children, including those with special
educational needs and/or disabilities and those with barriers to their learning, benefit from a
wide range of learning opportunities. The highly motivating and carefully planned
environment ignites children's curiosity. Children beam as the use pipettes to fill containers
with water and create butterfly wings with play dough. Children play incredibly well with each
other and have purposeful conversations about their play. They are extremely well prepared
for school and future learning.
All staff are incredibly caring, nurturing and consistently responsive to children's needs.
Children quickly form secure bonds with their all staff. They show they feel safe and settled.
Children confidently say to their key person, 'Look at my new coat,' as they arrive. They
enthusiastically ask staff to join their singing session. They say, 'I need you to see this.
Come on!'
Children's behaviour is exemplary. They know what is expected of them and anticipate what
is happening throughout the day. Children smile with pride as they are chosen to be 'helper
of the day'. They know what they need to do to help and do this willingly. This helps children
feel valued and part of the group. They show the upmost care and respect for the staff and
each other.
Partnerships with parents are positive. Parents speak incredibly highly of staff. They
appreciate the regular and helpful discussions they have about their children's care and
progress. Leaders understand the importance of attendance and work flexibility with parents
to help children attend regularly.
Next steps
Leaders should ensure that teaching during group activities is accurately focused to
match younger children's stage of development to enable younger children to fully
participate and extend their learning.
About this inspection
The inspector spoke with leaders, staff, children and parents during the inspection.

Inspector:
Mikaela Jauncey
About this setting
Unique reference number (URN): EY446860
Address:
Catholic Church Hall
Exeter Road
Honiton
Devon
EX14 1AX
Type: Childcare on non-domestic premises
Registration date: 25/04/2012
Registered person: Angels Daycare Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday : 08:00 - 15:00,Tuesday,Wednesday,Thursday : 09:00 - 15:00
Local authority: Devon
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 29 January 2026
Children numbers
Age range of children at the time of 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.

2 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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