Setting EY447769

Report for Childcare on Domestic Premises

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Inspection date

Previous inspection date 16 January 2017 16 January 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

 Children make good progress from their starting points. They are motivated to explore their environment, and staff prepare them well for future learning.  Leaders are reflective about the quality of the provision. They are committed to continuous improvement and have used self-evaluation effectively to identify areas that can be addressed to improve outcomes for children further.  Staff are kind and caring towards children and prioritise their emotional and physical well-being. Staff are positive role models to children, who behave well, learn to respect one another and form close friendships within the group.  Children benefit from a good range of activities inside and outside. For example, children enjoy exploring the garden on bikes and they develop their physical skills well while pedalling.  Staff ensure children are active and understand about healthy lifestyles. For example, children enjoy eating a range of home cooked meals, tailored to meet their individual

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It is not yet outstanding because:

 Assessments of children's longer term learning do not sufficiently identify less obvious gaps in their development, particularly related to their speaking skills.  At times, staff do not provide parents with enough information about their children's achievements or encourage them to share ideas to aid their children's ongoing learning.

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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

 refine the processes for checking children's overall progress to help identify any gaps in their development and help them make the best possible progress, particularly in their speaking  consider further ways to regularly share children's progress with parents and to include their views to aid their children's ongoing learning.

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Inspection activities

 The inspector observed teaching and learning, inside and outside.  The inspector spoke to parents to gain their views and experiences of the setting.  The inspector spoke with children and staff at appropriate times during the inspection and held a meeting with the provider.  The inspector carried out a joint observation with the manager.  The inspector looked at a sample of the children's learning records, staff's observations and planning, and a range of policies and documentation, such as suitability checks of staff and safeguarding procedures.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Leaders ensure that all staff have a confident knowledge of what to do if they are concerned about a child's welfare. There are a range of policies and procedures in place to keep children safe and help the nursery to run effectively. Leaders offer staff many opportunities to access and use professional development to enhance their skills and knowledge. For example, staff attended recent training on helping children explore and develop early writing skills. Overall, partnerships with parents are effective and parents speak favourably about the way staff care for and support the children. Leaders value the importance of working in partnership with other professionals to support children's individual needs and ensure their good outcomes.

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Quality of teaching, learning and assessment is good

Staff interact skilfully with children and encourage them to be interested and curious to explore. They are lively and enthusiastic, keeping children engaged in activities. For example, staff sing with babies and dance with scarfs to keep them occupied while waiting for their lunch. Staff help children to reflect on their ideas and talk about what they are doing. For example, staff invite children to make modelling dough and encourage them to describe what they see as they add ingredients. Staff help children to learn about the wider world and learn about living things. For example, children take care of the nursery rabbit and talk about the types of food he enjoys as they feed him outside. Staff observe children's daily learning to help them plan relevant and exciting activities in all areas of the curriculum.

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Personal development, behaviour and welfare are good

Children feel safe and secure in the welcoming and friendly environment. The key-person system supports children to settle very quickly and gain a sense of belonging in the nursery. Staff encourage all children to develop their independent skills, and children enjoy taking on small tasks and jobs. For example, from a young age children join in with mealtime routines such as helping to serve themselves fruit; older children take on roles and responsibilities to help set up and tidy away resources. The nursery is safe and staff make effective use of safety risk assessment processes to minimise any potential hazards. Children learn about how to identify dangers and are mature and responsible.

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Outcomes for children are good

Children are confident and happy. Older children gain strong skills in linking sounds and letters. Younger children develop their physical skills well and use their bodies to explore the nursery environment. All children develop creative and imaginative skills; for example, making pretend cakes outside in the sand. Children develop many key skills they need for their move to pre-school.

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Setting details

Unique reference number EY447769 Local authority Kensington & Chelsea Inspection number 1062641 Type of provision Full-time provision Day care type Childcare - Domestic Registers Early Years Register Age range of children 0 - 3 Total number of places 17 Number of children on roll 41

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reference number

Date of previous inspection 16 January 2013

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Telephone number

Home from Home was registered in 2012. It operates within the London Borough of Kensington and Chelsea. The setting is open each weekday from 8am until 6pm, for 47 weeks of the year. There are 12 members of staff; nine of whom have relevant childcare qualifications at level 3 and above.

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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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