Little Angels Pre-School and LA Activity Camps and Wraparound

Needs attention

Last inspected Mar 2026

Ofsted rating

Last inspected 26 March 2026

Actions the provider must take

What it's like to attend

• The safeguarding standards are met, with an open culture where concerns are actively identified, acted upon, and managed.
• Leaders and staff have high expectations for children's behaviour, fostering warm, nurturing relationships.
• Staff use calm, clear language to promote kindness and friendships, helping children feel secure and reassured.
• Children develop confidence through established daily routines and the constant support of familiar adults.
• Leaders emphasise the importance of regular attendance and work closely with families.
• Staff are good role models, promoting a culture of care and respect and reinforcing positive behaviour.
• Children enjoy taking part in activities that cover all areas of learning, developing positive attitudes and new skills.
• Children's physical well-being is promoted through daily care and activities, including access to the outdoor area.
• Staff set up welcoming environments that encourage children to make decisions and build confidence through play.
• Children learn the importance of a healthy lifestyle through discussions about healthy eating habits.
• Children build early language skills through exposure to new words, songs, stories, and conversations.
• Staff typically support children's mathematical development through everyday experiences, helping them develop problem-solving skills and new vocabulary.

• 1Children's achievement is inconsistent across the setting, with learning not always sequenced or supported well enough to extend their thinking and understanding.
• 2Older children who attend other childcare provisions have insufficient opportunities to build on their daily learning.
• 3Next steps for toddler-age children are not sharply enough focused for them to progress as quickly as they could, leading to variable preparation for the next stage of education.
• 4The arrangements for maintaining accurate records are weak, with leaders not providing effective oversight for children's medical requirements.
• 5Leaders do not demonstrate a sufficient understanding of the current quality of the curriculum or teaching, and systems to evaluate practice are not regularly implemented.
• 6Teaching is not always adapted to build on what children already know and can do.
• 7Inconsistent implementation of the curriculum means not all aspects are fully promoted.
• 8Lack of management oversight to ensure staff receive the support, mentoring, and training required to develop teaching strategies.
• 9Supervision sessions are not regularly completed, and there is no provision for staff to routinely take breaks.
• 10Staff do not have a shared understanding of the vision for the setting, negatively impacting children's outcomes.
• 11Partnership working with other early years providers is not consistent enough to promote complementary learning for children who regularly attend multiple settings.