Aylestone Angels Childcare

Aylestone Angels Childcare
Unique reference number (URN): 2758237
Address: Former Aylestone Library Day Care, 89 Richmond Road, Leicester, LE2 8BB
Type: Childcare on non-domestic premises
Registered with Ofsted: 20/11/2023
Registers: EYR
Registered person: Aylestone Angels Childcare Ltd
Inspection report: 10 March 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
Expected standard
Inclusion Strong standard
Leaders and practitioners have a clear understanding of children's individual needs and
identify any emerging or changing needs quickly and accurately. They are swift in identifying
barriers to learning and address these. Leaders and staff follow a well-embedded graduated
approach, seeking advice from external professionals where appropriate. As a result,
children's learning and wellbeing needs are met effectively.
Parents speak positively about the setting. They value the regular communication, parents'
evenings and opportunities to talk through the nursery's targets for children receiving
additional support. There is a strong emphasis on building positive relationships with
families. Staff take time to understand each family's circumstances and offer support when
challenges arise, including signposting to local services where appropriate.
The progress of all children is monitored carefully, particularly those receiving additional
support. Staff demonstrate strong skills in adapting their teaching during activities and
through careful 'in-the-moment' planning. Leaders carefully consider how additional funding
is used to benefit children. They review children's needs regularly and include parents' views
when making decisions. For example, a newly created focus room provides a quieter
sensory space, where small groups of children play games and sing songs, helping them
hear language more clearly and develop concentration.
Achievement Expected standard
Children make steady progress across the 7 areas of learning and show a positive attitude
towards their learning. Older children are prepared effectively for their next stage in learning,
including the move to school. Younger children develop well in the prime areas and are
supported to access the same activities as older children, with staff providing appropriate
differentiation. While activities allow older children to revisit and consolidate learning,
younger children do not always have enough opportunities to test their own ideas
independently, as they sometimes simply follow the lead of older children.
Children are becoming confident communicators, and those with emerging or additional
needs are supported to use their own independent ways of communicating. Overall, children
achieve well and reach age- and stage-appropriate developmental goals.
Behaviour, attitudes and establishing routines Expected standard
Leaders and practitioners generally promote high, but realistic, expectations for children.
They typically have clear routines, and this supports most children to understand boundaries

and behave well. Leaders recognise that routines for younger children are not yet as well
established and acknowledge the need to strengthen these.
Staff act as positive role models and regularly reinforce messages about kindness and
respect. When disagreements occur, staff respond quickly and sensitively. They give
children time and space to express their feelings before supporting them to talk through
what has happened and find a solution together. This calm and consistent approach helps
children to learn how to manage their emotions and resolve conflicts.
Children build warm relationships with one another and enjoy working together. For
example, in the home corner, children wear chef hats and aprons as they pretend to prepare
food using wooden utensils. They mix ingredients, serve food to friends and ask if they
would like more milk, recreating familiar routines from snack time. This imaginative play
helps to strengthen children's social and communication skills and builds a growing
understanding of respect and consideration for others.
There is a clear procedure in place for recording and monitoring children's attendance.
Leaders make contact with families who do not attend. This helps parents to understand the
importance of regular attendance and the impact this has on attainment.
Children's welfare and wellbeing Expected standard
Leaders create a safe, welcoming environment where children form secure attachments and
develop a strong sense of belonging. Children are supported to express and regulate their
emotions, with access to calm, quiet spaces when needed.
Children are generally encouraged to develop independence in their self-care. They
confidently pour their own drinks using the water dispenser and mostly manage their own
hygiene, such as wiping noses and washing hands. However, staff do not always
consistently remind children to maintain these routines before rolling snack.
Practitioners promote children's understanding of how to stay safe and healthy. During
mealtimes, they discuss the benefits of foods, such as milk helping to build strong bones,
and encourage children to try healthy options like cucumber. These interactions help
children begin to understand the importance of healthy choices. Opportunities to explore
toothbrushes and models of teeth further support children's awareness of oral health and
encourage positive habits from an early age.
Leaders maintain effective communication with parents through the nursery app and
workshops. They offer guidance on healthy eating, including limiting sugary drinks, which
helps parents reinforce healthy habits at home and promotes consistency for children.
Curriculum and teaching Expected standard
Leaders have designed a curriculum that supports children's development across all areas
of learning, but recognise that more work is needed to further improve the curriculum for
babies and young toddlers.

Staff have a secure understanding of what children already know and what they want
children to be able to do next. There is a strong focus on supporting children's personal,
social and emotional development, and this helps children to settle quickly, feel secure and
develop their confidence.
Children have many opportunities to develop their physical skills. They use wooden beams
and small tyres to create bridges and hurdles. Staff extend this by encouraging children to
balance across beams and practise jumping safely. Children also strengthen their fine motor
skills as they colour pictures, transfer sand and manipulate play dough. Mathematics is
woven effectively throughout the teaching. Children enjoy counting during story time and
think about how many items remain when one is taken away. Younger children explore size,
colour and number through stacking rings and singing number songs.
Children enjoy listening to stories throughout the day and engage enthusiastically in
activities that extend their understanding of books. Staff encourage discussion through
thoughtful questioning and by linking activities to the events in books. This supports
children's developing language skills and helps to foster a growing enjoyment of books and
storytelling.
Leadership and governance Expected standard
Since registration, the nursery's leadership has demonstrated significant progress in
developing the provision, with a clear commitment to ongoing improvement. Leaders
possess a strong, ambitious vision and have set priorities aimed at delivering the best
possible outcomes for children and their families. Staff benefit from regular supervision,
targeted training, and a reflective culture that encourages constructive feedback, equipping
them to deliver high-quality teaching.
The setting places a strong emphasis on partnership with parents, ensuring parents remain
actively involved in their children's education from initial visits through to termly reviews.
Leaders are particularly dedicated to engaging all parents, including those who may be
harder to reach, recognising the positive impact this has on children's progress, especially
for those with higher levels of need. Parents talk highly of the communication and support
they receive.
Currently, most children on roll are over 2 years old, but the setting is beginning to welcome
younger children. A well-resourced baby room and some appropriately trained staff are in
place, with plans for further training as the younger cohort expands. This will ensure that all
children receive the support they need to achieve positive outcomes. This proactive and
inclusive leadership approach underpins the nursery's commitment to high standards and
continuous development.

What it's like to be a child at this setting
Children thrive in this calm and nurturing environment where they develop a strong sense of
belonging. On arrival, children are warmly welcomed by staff who support smooth transitions
into the setting by using personalised approaches that help children feel valued and
confident. Children enter happily and are eager to begin their play and learning. Each child
forms secure attachments with all staff, in particular their key person, which helps them to
settle quickly and feel safe. Staff respond promptly to children's needs and adapt activities
'in the moment' to ensure everyone can succeed. Close partnerships with parents and timely
interventions support children to gain the support they need to thrive and achieve.
Staff are positive role models and have high expectations, speaking respectfully to children
and supporting them to build positive relationships with their peers. Children remain highly
engaged in activities that reflect their interests and support their next steps. They
demonstrate perseverance and concentration as they explore puzzles of different sizes.
Some work collaboratively on larger puzzles on the floor, twisting and turning the pieces
while sharing ideas and helping one another to complete the challenge. Others show
growing independence, carefully matching number pieces and placing them in the correct
order. Children show pride in their achievements, announcing, 'I am so good at puzzles!' as
they complete the task.
All children, particularly those with any barriers to their learning, are included and supported
to fully participate in all that is on offer. For example, children who are learning English as an
additional language and children with special educational needs and/or disabilities are given
objects of reference to help them recognise routines, such as snack or group time. Adults
support their understanding by repeating and simplifying the language. This sensitive
support helps children to feel confident and valued.
Next steps
Leaders should strengthen the curriculum for the youngest babies and children to ensure
they benefit from consistently high-quality experiences.
Leaders should support staff to strengthen their teaching practice further so that younger
children consistently benefit from opportunities to extend their learning.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
parents and designated safeguarding leads 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

Inspector:
Deanna Leman
About this setting
Unique reference number (URN): 2758237
Address:
Former Aylestone Library Day Care
89 Richmond Road
Leicester
LE2 8BB
Type: Childcare on non-domestic premises
Registration date: 20/11/2023
Registered person: Aylestone Angels Childcare Ltd
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Leicester
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 10 March 2026
Children numbers
Age range of children at the time of inspection
0 to 4
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.

Total number of places
35
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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