Little Angels Childcare & Nurseries Ltd

Little Angels Childcare & Nurseries Ltd
Unique reference number (URN): EY290685
Address: Weaver Primary School, Western Avenue, Nantwich, Cheshire, CW5 7AJ
Type: Childcare on non-domestic premises
Registered with Ofsted: 02/09/2004
Registers: EYR, CCR, VCR
Registered person: Little Angels Childcare & Nurseries Limited
Inspection report: 16 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.

Expected standard
Achievement Expected standard
Children typically achieve well across all areas of the early years foundation stage. The well-
sequenced curriculum ensures children build on what they already know and can do. As a
result, children make steady progress from their starting points. They develop the
confidence, independence and skills they need for their next stage of learning, including
school.
All children, including disadvantaged, those known (or previously known) to social care, and
those who may face other barriers to learning and/or wellbeing, develop their
communication and language skills. Children learn to listen attentively, respond to others
and use an increasing range of vocabulary in everyday play and activities. For example,
children confidently name parts of their body as they join in with familiar songs such as
'Head, Shoulders, Knees and Toes'. Regular opportunities to share stories, songs and
rhymes help children to understand and use new words accurately.
Behaviour, attitudes and establishing routines Expected standard
Children demonstrate positive attitudes to learning during their time in the setting. They
sustain their attention for extended periods and show high levels of curiosity and motivation.
For example, younger children focus their attention as they learn to twist the tap on a water
urn to fill their glass. This helps support children to develop resilience as staff regularly offer
praise and encouragement. Children are eager to explore activities and engage purposefully
in their play.
Staff have high expectations of children's behaviour in the setting. They help children to
resolve any minor conflicts in ways that are appropriate to their stage of development. For
example, they consistently role model turn-taking and sharing during play. They use praise
to reinforce positive behaviour. This helps children to understand their own feelings and
those of others, supporting their personal, social and emotional development. As a result,
children learn how to play cooperatively, develop positive relationships with their peers and
build the skills they need to work alongside others.
Children's welfare and wellbeing Expected standard
Children arrive at the setting enthusiastically, ready to begin their day. An effective key-
person system ensures that staff know their key children and families well, fostering trusting
relationships. As a result, children feel safe, secure and supported throughout their time in
the setting.
Hygiene routines are robust, and children are encouraged to become increasingly
independent in managing their care needs. They understand the importance of washing
their hands before eating and after using the toilet. Staff respond sensitively to children's
wishes and needs, managing routines such as nappy changing calmly and respectfully.

Familiar songs and gentle reassurance are used to support children's emotional wellbeing
and strengthen attachments.
Children benefit from daily outdoor play, enjoying activities such as riding balance bikes and
trikes in the garden. Staff teach them to stay safe, ensuring helmets are worn and
demonstrating safe practices. Leaders also arrange local outings, for example walks by the
river where children feed the ducks. These experiences help children learn about the world
around them and develop a sense of community.
Curriculum and teaching Expected standard
Leaders plan a broad and balanced curriculum that focuses on developing children's
communication and language skills, their personal, social and emotional development, and
their physical development. Staff are confident in using assessment to understand what
children know and can do, including carrying out 2-year-old progress checks. They identify
children's next steps in learning and plan activities that reflect children's interests and
support individual needs. This means children make progress and any gaps in learning are
monitored closely.
Staff interactions are effective and supportive. They give children time to follow their own
ideas and thinking, using strategies such as modelling and well-timed questioning to extend
children's learning. As a result, children show high levels of engagement and curiosity as
they explore resources and join in with activities. For example, children find ways to make
toy cars dirty by tipping sand on them, so that they can clean them in a car wash activity.
This encourages children to develop their problem-solving skills and fully explore their own
ideas.
Staff carefully plan activities tailored to meet the differing needs of children. For example,
younger children explore rolling balls through pipes and guttering, while older children build
more complex marble runs. This differentiation in the curriculum allows children to develop
their physical skills in a way that is appropriate to their age and stage of development,
supporting continuous learning over time.
Inclusion Expected standard
Leaders and staff use a range of effective assessment strategies, including communication
and language screening tools, to monitor children's development and ensure they make
good progress in their learning. Any gaps in development are identified promptly, and
targeted plans are put in place to support children in achieving their next steps.
All children, including those with special educational needs and/or disabilities,
disadvantaged children, and those who may face other barriers to learning, are well
supported. For example, leaders source books in home languages for children to share with
their parents and/or carers. This strengthens children's communication and language
development while fostering a love of reading from an early age.
Leaders and staff give careful consideration to the use of additional funding to ensure it has
a positive impact on children's outcomes. For instance, plans are in place to further develop

the outdoor environment by enhancing the mud kitchen and climbing equipment. These
improvements will support children's physical development and encourage imaginative play.
Leadership and governance Expected standard
Staff report that they feel well supported in their roles and describe a strong ethos of
teamwork. They benefit from regular one-to-one meetings and supervision with leaders,
which provide valuable opportunities to discuss the progress of their key children, reflect on
practice, identify training needs and consider their wellbeing. Leaders ensure that staff
remain up to date with all mandatory training. However, professional development is not
always sharply focused on further developing staff knowledge and skills to consistently raise
the quality of teaching to the highest level.
Leaders regularly reflect on the setting's strengths and areas for development. Recently,
they have reorganised the indoor environment to create more spacious, open areas,
enabling children to play more freely and confidently. Leaders have also identified plans to
further enhance the outdoor learning area by introducing additional climbing opportunities.
These improvements will support children in developing strength in their large muscles and
increasing confidence in their physical abilities.
Parents report that their children are happy, settled and well cared for. Staff share regular
updates about children's learning and development through a daily app, alongside verbal
feedback at drop-off and collection times. They also provide parents with guidance on care
routines, such as toilet training. This strong communication supports continuity of care
between home and the setting and promotes effective partnerships with parents.
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 are warmly welcomed into this friendly and nurturing setting by kind and caring
staff. They develop trusting relationships with familiar adults, confidently seeking them out
for comfort and support or to join in play across the range of activities available. Children
actively participate in daily routines. For example, they sing a familiar welcome song and
independently find their name card to place on the small tree. These routines help children
to develop a strong sense of belonging and ensure they feel safe and secure during their
time in the setting.
All children benefit from frequent opportunities to explore their own ideas and thinking
through play. For instance, young children demonstrate high levels of engagement as they
persevere to work out how to fill a play syringe with water. They show determination and
delight as they succeed, pressing the plunger and squirting water across the tray. This
illustrates children's positive attitudes to learning and supports a growing sense of
achievement.
Children learn to share and take turns as part of their everyday play and routines. Staff
adopt a consistent approach to promoting positive behaviour, helping children to understand
expectations and develop strong social skills. Any incidents of unwanted behaviour are
addressed promptly and sensitively. As a result, children play cooperatively with their peers
and learn to form respectful, positive relationships over time.
Next steps
Leaders should ensure professional development is sharply focused on improving staff

Inspector:
Janine Tours
About this setting
Unique reference number (URN): EY290685
Address:
Weaver Primary School
Western Avenue
Nantwich
Cheshire
CW5 7AJ
Type: Childcare on non-domestic premises
Registration date: 02/09/2004
Registered person: Little Angels Childcare & Nurseries Limited
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00
Local authority: Cheshire East
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
knowledge and skills so that the quality of teaching is consistently of the highest standard.
About this inspection
The inspector spoke with leaders, staff and children 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.

This data is from 16 January 2026
Children numbers
Age range of children at the time of inspection
2 to 11
Total number of places
22
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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