Setting EY416250

Report for Childcare on Domestic Premises

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Inspection date

Previous inspection date 17 November 2016 19 June 2013

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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 owner has clear ideas to develop the setting and uses feedback from parents, children and staff effectively to make changes that improve outcomes for children.  The owner and the manager monitor and support staff well. For example, they encourage them to gain qualifications to increase their knowledge and skills to better support children's learning and development.  Children form good attachments with their key persons. Staff support children who are new to the setting well and help others cope with changes in preparation for moving on in their learning. Children develop confidence and are keen to play with others.  Staff know the children well and accurately assess their progress. They plan effectively for children's individual needs and interests. Children learn and develop well.  Staff have good relationships with parents and regularly share information about what children do and learn. Children benefit from consistent approaches at home and in the

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It is not yet outstanding because:

 At times, staff do not recognise opportunities that arise to intervene and build on children's interest in activities to extend their thinking as fully as possible.  Children do not always understand what is expected of them during different activities and sometimes miss out on being able to independently join in some routine tasks.

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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

 support staff to make better use of opportunities that arise to encourage children to think through their ideas to develop their understanding as fully as possible  provide clearer messages for children about what is expected of them at different times during the day, especially when the activities change.

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Inspection activities

 The inspector observed the quality of teaching for children, indoors and outdoors.  The inspector held a leadership and management meeting with the owner and the manager.  The inspector took into account the views of parents through written testimonials and responses to questionnaires.  The inspector spoke to staff and children at appropriate times during the inspection.  The inspector examined paperwork and computer printouts, including children's records, planning, self-evaluation and policies and procedures.

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Effectiveness of the leadership and management is good

The owner listens well to feedback from parents, children and staff to make changes and improvements. For example, research by staff found that parents did not know all the staff names, so the owner has had name badges made. Now all parents, especially those new to the setting, get to know staff quickly. Safeguarding is effective. The owner makes sure staff attend regular training so they know how to keep children safe and what to do if they have concerns about the welfare of children.

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Quality of teaching, learning and assessment is good

Key persons know their children well and note what they like to do. They use this information effectively to plan for children's interests. Staff are prompt to support children's learning as they play, for example, helping them to find the crocodile mould to make a dough model. Staff support children's attempts at drawing, writing and counting. For example, they encouraged children as they drew spiders and they counted the legs together. Younger children enjoyed one-to-one time with staff as they explored the sounds the different objects made on the trays of their seats. Staff extend children's communication as they play. For example, they ask them questions, offer suggestions and provide new words to help them develop their language skills. Children become confident in talking with others.

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Personal development, behaviour and welfare are good

Staff encourage children to be active. For example, children enjoyed chasing bubbles in the garden and making leaves fall out of the parachute as they moved it up and down. Others negotiated pathways on the patio in ride-on cars and trikes. Staff help children to understand about good health and hygiene, such as through talking about why they wash their hands before eating. Staff working with the older children talk about healthy food choices and ask about what children like to eat. Staff help children to take turns and respect others. For example, they give reminders to share toys and children enjoy choosing rhymes, using picture cards, at group times. Staff are responsive to babies' and young children's care routines. They prepare them sensitively for nap times and help them settle back into play when they wake up.

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Outcomes for children are good

All children make good progress. They develop good self-care skills, for example, they learn to master using cutlery to feed themselves. Children's communication develops well. Older children use language well to express feelings and let others know what they want. Children are well prepared for their future learning, such as the move to pre-school.

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Setting details

Unique reference number EY416250 Local authority Gloucestershire Inspection number 1062402 Type of provision Full-time provision Day care type Childcare - Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 5 Total number of places 17 Number of children on roll 22

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reference number

Date of previous inspection 19 June 2013

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Telephone number

The Ark Daycare provides childcare on domestic premises and registered in 2010. The setting operates from the residential area of Charlton Kings in Cheltenham, Gloucestershire. There are eight members of staff working with the children. All staff hold appropriate early years qualifications from level 2 to level 6.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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