Setting EY419564

Report for Childcare on Domestic Premises

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Inspection date

Previous inspection date 26 July 2016 13 May 2014

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This inspection: Good 2

Previous inspection: Requires Improvement

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The manager regularly evaluates the quality of the provision and involves staff, parents and other early years professionals in these reviews. Since her last inspection, the manager has made a concerted effort to raise the quality of staff practice and this is improving steadily.  Assessment procedures for monitoring children's learning and progress are in-depth, enabling staff to support children where help is most needed.  The manager successfully involves parents in the setting. For example, parents contribute to initial assessments on their children and have regular discussions with staff about their ongoing progress.  All children make good progress in their learning, including children who need additional support. Children can choose from a wide range of resources and activities, which enhance their learning and encourage them to explore their surroundings with confidence.

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It is not yet outstanding because:

 At times, staff miss opportunities to encourage children to build on their growing capabilities, for example, when managing their own personal needs, to increase their positive sense of themselves.  Occasionally, staff do not support children to maintain high levels of motivation so they remain more focused and become less distracted by others around them.

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What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

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What the setting needs to do to improve further

 continue to encourage children to manage daily tasks for themselves, to strengthen their growing capabilities and sense of achievement  motivate children fully in all aspects of their learning, to enhance their involvement to the highest possible level.

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Inspection activities

 The inspector observed activities and the quality of teaching, indoors and outdoors.  The inspector took account of parents' views through discussions.  The inspector held a meeting with the manager and completed a joint observation with the manager.  The inspector spoke to members of staff and children at appropriate times during the inspection.  The inspector sampled documentation, including children's development records, planning and assessments, key policies and procedures, and staff qualifications.

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Effectiveness of the leadership and management is good

Safeguarding is effective. The manager and staff have a clear understanding of how to maintain children's welfare. They conduct daily checks to assess the safety of the premises, maintain accident records and are aware of any possible signs that may raise cause for concern. Staff implement a comprehensive safeguarding policy, which they share with parents. The manager employs suitably qualified staff, who she encourages to develop their knowledge and skills further to support children's learning more effectively. For example, staff have attended training on helping children to develop speech and language skills. The manager supports individual staff practice, such as through ongoing supervisions where she discusses their roles and responsibilities.

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Quality of teaching, learning and assessment is good

The quality of staff interaction with children is generally good. Children develop their thinking skills. They answer questions related to what they are doing, and when sharing a favourite story together, staff encourage them to anticipate what may happen next. Staff help children to develop strong communication and language skills. For example, they comment on what children are doing and model language for younger children to help them learn new words. Children learn about mathematics through enjoyable activities, such as when measuring out particular quantities of glue, shaving foam and paint to make 'puffy paint'. Staff know children well and what they are interested in. They use this knowledge well to plan enjoyable activities to help them learn.

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Personal development, behaviour and welfare are good

Children have many opportunities to learn about the diverse world around them. For example, they research information in books and observe changes, such as the life cycle of a frog. Staff act as good role models for children, and children learn to be tolerant and respectful towards one another. Children's behaviour is generally good and staff use a range of techniques to encourage this. Children spend time outside every day and have many opportunities to hone their physical skills. Younger children crawl around in the sand pit and try to fill different types of containers. Older children develop good balance and control; for example, they jump confidently from toadstool to toadstool. Warm and affectionate relationships between staff and children provide children with a strong sense of emotional well-being.

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Outcomes for children are good

All children make good progress and are well prepared for the next stage in their learning. Children develop good reading and writing skills. For example, they register themselves each day by writing their names and learn about the sounds at the start of words. Children are sociable and confident learners, who enjoy the challenges on offer.

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Setting details

Unique reference number EY419564 Local authority Haringey Inspection number 1054517 Type of provision Full-time provision Day care type Childcare - Domestic Registers Early Years Register, Compulsory Childcare Register Age range of children 1 - 4 Total number of places 17 Number of children on roll 24

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Telephone number

Ryan's Childcare registered in 2010. The setting is located in Bounds Green, in the London Borough of Haringey. The manager employs seven members of staff, six of whom hold appropriate early years qualifications. The setting operates each weekday from 8am to 6pm, for 47 weeks of the year. The manager receives funding for the provision of free early education for children aged three and four years.

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Telephone number

This inspection was carried out by Ofsted 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.

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Telephone number

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children, safeguarding and child protection.

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Telephone number

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Telephone number

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Telephone number

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/government/organisations/ofsted

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