Little Angels Childcare Nursery Limited

Little Angels Childcare Nursery Limited
Unique reference number (URN): 2844986
Address: 2a Cassino Road, Liverpool, L36 7UX
Type: Childcare on non-domestic premises
Registered with Ofsted: 13/06/2025
Registers: EYR
Registered person: Little Angels Childcare Nursery Limited
Inspection report: 26 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 make progress through the curriculum. Babies learn to babble and copy phrases
such as 'in the oven' when role playing with staff. Older children are articulate and fluent
communicators. They confidently talk about topics that they are interested in, such as
space. Children recall key facts, such as 'there are 8 planets and 5 dwarf planets'. They use
words, such as 'chemical reaction' and 'volcano' to describe what they see during an
experiment. Children with barriers to speaking, such as those who speak English as an
additional language, learn to name a range of animals and colours.
Children demonstrate impressive physical skills for their age. Toddler-aged children use
scissors confidently to cut dough. Older children build on this skill by using scissors to cut
along lines on paper accurately. Younger children enjoy looking at books and have preferred
choices that they share with staff. They eagerly anticipate what will happen on each page
and use gestures, such as waving when the book is finished. Children are well prepared for
the next stage of learning, particularly their move to school.
Behaviour, attitudes and establishing routines Expected standard
Staff have clear expectations for positive behaviour, which they share with children. They
use strategies such as sand timers to help children navigate sharing and turn taking.
Children then use these strategies themselves within play. They work together with their
friends using connectable tubes to make large circles and check if they can fit inside
together. This helps children to form friendships and learn about collaborative play.
Staff consider children's age and stage of development when supporting them to maintain
expectations. For example, when older babies throw resources, staff swiftly redirect the play
to building with the blocks, distracting them from the unwanted behaviour. At times, when
older children become dysregulated, staff intervene swiftly and support them to access
sensory resources that help them to calm down. Staff know children well and understand the
best ways to manage their behaviour.
Leaders have clear procedures in place for monitoring children's attendance. They record
illness formally and ask parents to sign and verify on children's return to nursery. The
importance of attendance and the impact this has on development is shared with parents via
newsletters. Leaders work closely with the local authority social care team to share
information about children whose absences they are concerned about.
Children's welfare and wellbeing Expected standard
The key-person arrangements are very well embedded, particularly in the baby rooms.
Babies who are very new are incredibly well settled. They have formed lovely bonds with
their key person and benefit from a wealth of cuddles and nurturing. Key persons join
children on visits as they transition through the nursery. This helps children to settle into new

rooms with the support of a familiar person. Children's emotional wellbeing is a priority at the
nursery, and staff regularly talk to children about their feelings and emotions.
Generally, routines and care practices are implemented across the nursery effectively. Staff
consider the individual needs of children with special educational needs and/or disabilities
and provide resources such as chew toys and wobble cushions to support them. They
implement now-and-next boards to help children prepare for what is happening now and
next.
Leaders recognise that local data indicates a high rate of obesity and oral tooth decay in the
area. As such, they implement routine times for children to brush their teeth and learn about
the impact this has on their oral health. Leaders provide children with a healthy diet and
promote physical exercise, such as dancing, stretching and outdoor play. This contributes to
children's overall good health.
Curriculum and teaching Expected standard
Leaders have an accurate understanding of the quality of the curriculum and are taking
proactive steps to make improvements. They have recently made changes to their induction
processes for new staff to help embed the skills needed for planning and implementing the
curriculum. Staff in the baby room recognise the importance of focusing on babies' personal,
social and emotional development to help them feel secure enough to learn.
Overall, the curriculum is typically taught well and children make good progress. The
curriculum for communication and language is a strength. From the baby room onwards,
staff focus on speaking to children a lot. They engage them in conversations and singing at
every opportunity. Babies learn to copy simple animal noises and hear staff using
mathematical language during play. Staff support older children to count with one-for-one
correspondence from one to 20.
However, at times, not all staff tailor their teaching appropriately to support children's
individual needs. They do not consistently consider children's next steps and stage of
development during their interactions and particularly during group times. This hinders
children's engagement and the pace at which they develop new skills.
Inclusion Expected standard
The procedures for identifying children with special educational needs and/or disabilities
(SEND) are embedded. Staff are generally well trained in the graduated approach and
recognise quickly when children have gaps in their learning. Leaders implement
differentiation plans initially to establish what adjustments can be made to planning and the
environment. On the whole, these are implemented well and closely monitored to assess the
impact on children's progress. Leaders work closely with the local authority SEND
professionals to implement further support and make appropriate referrals to outside
agencies if necessary.
Leaders have good oversight of how additional funding, such as early years pupil premium,
is used. Key persons play a significant role in identifying how children will benefit from the
funding. They consider any gaps in learning, children's interests and cultural capital when

deciding how to utilise it. Furthermore, leaders look at key areas of need across groups of
children, for instance, a growing number of children require sensory input throughout the
day. With this in mind, leaders have created small sensory spaces across the nursery to
allow children space to regulate.
Leadership and governance Expected standard
Leaders have a good understanding of the setting's context and the community that they
serve. They get to know families well and offer a wealth of support, even after children have
left. The nominated individual plays an integral role in the nursery and makes decisions
based on the best interests of children. They evaluate children's emerging needs. For
instance, more children need sensory input, and they adapt the environment to support this.
Partnerships with parents are lovely. Parents are happy with the quality of care provided and
comment on the progress children make. Outside professional relationships are well
embedded, and staff work particularly well with those who support children with special
educational needs and/or disabilities.
There are procedures in place for staff supervision, and staff have meetings to discuss their
professional development. Staff access training on a range of topics, such as sustainability
and working with 2-year-olds. However, there are some inconsistencies in the quality of
interactions across the team and practice is not monitored frequently enough to provide
ongoing targets for improvement. This does not help staff to build further on their skills and
knowledge.
What it's like to be a child at this setting
Children are very happy, and because they attend regularly, they are settled at the nursery.
They separate from parents with ease and run eagerly into the arms of kind, nurturing staff.
Staff get to know children well and provide activities that they know they will enjoy. Overall,
the curriculum is well planned and implemented. Children enjoy taking part in focused
learning, such as 'the tap tap box'. They anticipate the cause-and-effect response from
resources designed to build suspense. This is particularly helpful for those children who
need support with building their attention and concentration skills. Staff recognise when
children with special educational needs and/or disabilities need more help to access the
curriculum. They implement a visual timetable and objects of reference to help build
children's understanding of the routines at nursery. This ensures an inclusive environment
for everyone.

Inspector:
Kayte Farrell
About this setting
Unique reference number (URN): 2844986
Address:
2a Cassino Road
Children are confident and self-assured. They develop their independence when helping
staff to set the table, tidying up and tending to their own care needs. They have formed
friendships and play cooperatively with one another. Older children work as a team to create
great structures from blocks. They add characters such as dinosaurs and discuss their
names and characteristics. Children are developing lovely social skills in preparation for
their move to school.
Children are truly valued at the nursery and staff consistently shower them with praise and
encouragement. This equips children with the confidence needed to express their emotions,
views and opinions. For younger children, staff use resources such as the colour monster to
help children visualise what feelings may look like. This helps children begin to understand
and give names to how they feel.
Next steps
Leaders should support staff to tailor their teaching to consider children's next steps and
stage of development more precisely, particularly during group activities.
Leaders should strengthen the supervision procedures and monitor staff practice more
sharply to provide consistency in practice across the team.
About this inspection
The inspector spoke with leaders, practitioners, the special educational needs coordinator,
children and parents 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.

Liverpool
L36 7UX
Type: Childcare on non-domestic premises
Registration date: 13/06/2025
Registered person: Little Angels Childcare Nursery Limited
Register(s): EYR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30
Local authority: Knowsley Metropolitan Borough Council
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 26 February 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
61
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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