Little Giggles Private Day Nursery And Preschool - Ashton-Under-Lyne

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About Little Giggles Private Day Nursery And Preschool - Ashton-Under-Lyne

Name Little Giggles Private Day Nursery And Preschool - Ashton-Under-Lyne
Ofsted Inspections
Address 2 Evans Street, Formerly Hurst Village Band Club, Ashton Under Lyne, Manchester, OL6 9QD
Phase Childcare on Non-Domestic Premises, Full day care
Gender Mixed
Local Authority Tameside
Highlights from Latest Inspection

What is it like to attend this early years setting?

The provision is outstanding

Children display high levels of confidence and show they feel emotionally secure in the setting. They are supported by staff who know them extremely well.

Children use multiple methods to communicate their needs, such as, communication sheets and picture cards which help non-verbal children to be understood. Children make excellent progress in their learning and development and engage consistently in high-quality teaching experiences. For example, children develop their understanding of the world around them as they practise putting on 'hijabs' and learn about similarities and differences between them and their friends.<>
Children demonstrate tremendous levels of independence because staff have high expectations of what they are able to do. For example, the youngest children drink independently from cups with no lids and older children serve their own lunch using tools competently. Children have positive attitudes to learning and engage in play for extended periods of time as they explore their ideas in the well-designed environment.

For example, children enjoy using props and explore their ideas as they act out one of their favourite stories. Children understand the difference between right and wrong and work cooperatively with their friends.

What does the early years setting do well and what does it need to do better?

Children with special educational needs and/or disabilities (SEND) receive phenomenal support.

The special educational needs coordinator (SENCo) and staff gather detailed information about what makes children unique. They use this information exceptionally well to ensure that children are thriving.The curriculum for communication and language is strong.

Staff use new vocabulary with children and engage in conversations which promote critical thinking. For example, they talk about 'bicarbonate of soda' and what will happen when they add vinegar. This helps children to be able to use a breadth of words and articulate their ideas.

Staff work closely with a wide range of professionals. They create coherent plans of support for children's care and education. This supports a consistent approach to meeting the needs of children.

Partnerships with families are strong. Families describe staff as 'having big hearts, a lot of patience and understanding'. Parents are fully informed about children's achievements and know what needs to be learned next.

Parents attend regular workshops delivered by staff at the setting. This supports parents to be actively involved in their children's learning and children to receive the best possible outcomes.Leaders are passionate and committed to continuously improving the service they offer to children and their families.

They think carefully about the needs of children and staff and the support they can offer. This helps to provide a consistent level of high-quality provision that extends and strengthens children's knowledge and understanding.Staff are provided with a wealth of support.

They access training and development and are observed in their practice, which helps them to deliver high-quality teaching. For example, staff have attended training related to considering things from children's perspectives, helping them to think carefully about what they ask children to do. This has supported children to benefit from interactions with observant and responsive staff.

Staff support children to keep on trying when they find things hard. For example, when children say they are unable to do something, such as pressing down a paint squirter, staff role model how to do it and encourage children to try again with their support. This helps children to gain confidence in their own abilities.

Children benefit from carefully planned environments that are designed with clear intent for learning. For example, in the baby room, all resources are at children's level so they can choose what they want to play with and challenge has been added so that children learn that objects are still present even when out of sight. This helps to broaden children's knowledge and understanding and entices them to participate enthusiastically in activities.


The arrangements for safeguarding are effective.Staff have an excellent knowledge and understanding of the signs and symptoms that might suggest a child is at risk of abuse. They know how to respond if any concerns arise about children in their care.

Staff are clear on the process to follow if they have any concerns about other staff or leaders. The setting has 'Millie's Mark' which is an exceptional achievement, demonstrating the setting is going above and beyond to keep children safe in relation to paediatric first aid. Staff implement effective risk assessments in order to reduce any potential risks to children.

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