Setting EY498582

Report for Childcare on Domestic Premises

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Inspection date

Previous inspection date 5 December 2017 27 June 2017

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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 management team has made a number of improvements since the last inspection. They have clear and concise action plans in place to maintain good standards. Systems to check the suitably of staff are effective. Staffing arrangements ensure a suitable number of staff are present to care for children attending.  Staff access a wide range of training opportunities to further enhance their knowledge and skills. The manager regularly monitors the quality of teaching and the progress children make. Staff regularly meet with the manger to discuss their professional development and how they can enhance experiences offered to children. This has a positive impact on the outcomes for children.  The setting is clean, bright and welcoming. A wide range of high-quality resources, toys and equipment are available indoors and outdoors. Children have lots of opportunities to be physically active as they engage in exciting play activities outside in the fresh air.

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It is not yet outstanding because:

 Sometimes, the planned next steps in children's learning are too broad. This means staff are not able to plan precisely enough to ensure children make even better progress.  Sometimes, staff do not ask the parents of new starters for enough information about what their child can already do, to help them more precisely monitor children's progression from the outset.  Staff do not consistently share enough information with parents about what children learn at the setting, to enable them to continue and build on this further at home.

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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

 plan even more precisely for children's learning to make sure their identified next steps are more specific and achievable, so that they make even better progress  seek more detailed information from parents about what children can already do when they first begin to attend, so that starting points are fully established and progression can be more effectively monitored from the outset  share even more information with parents about their children's achievements to enable to continue and complement their learning at home.

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Inspection activities

 The inspector had a tour of the premises and observed children engaged in a variety of learning experiences indoors and outside.  The inspector viewed evidence of the suitability of staff working at the setting.  The inspector talked to the management team about their priorities for improvement.  The inspector spoke to children and staff at appropriate times during the inspection. She also took account of the views of parents spoken to on the day and through other documentation.

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Effectiveness of the leadership and management is good

The management team is strong. They have sought guidance from the local authority to help improve the provision, and have successfully addressed the issues raised at the last inspection. Safeguarding is effective. Staff are knowledgeable and understand how to recognise possible signs and symptoms of abuse. They are confident with the procedures to follow if they have concerns about a child's welfare. All staff hold current paediatric first-aid certificates. This means a first-aider is always present both in the setting and on outings. Parents advise that they are very happy with the care and education their children receive. They comment that the staff and management are kind and very approachable. Partnerships with other providers and professionals are good.

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Quality of teaching, learning and assessment is good

Staff organise a wide range of interesting and exciting play activities that are suited to the age and stage of children's development. They make learning fun. Younger children use all their senses as they excitedly explore textures such as cereals. They express their creativity as they stick and glue. Pre-school children make patterns with paint. They are motivated and proud as they practise singing and dancing to Christmas songs. Staff encourage children to explore and develop their own ideas. Children think and predict as they build with pipes and guttering. They excitedly make marks in soil with their fingers and twigs. Staff skilfully respond to what children are doing and plan appropriate linked activities. When children point to the squirrels in the garden, staff enthusiastically start to sing. They encourage children to join in, to wriggle and pretend to show their bushy tails.

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Personal development, behaviour and welfare are good

Children are happy and settled. Good settling-in procedures ensure children are ready for the move between home and the setting. An effective key-person system is in place. Children enjoy close and caring relationships with all staff, this helps them to feel settled and supports their emotional well-being. Behaviour is good. Staff use effective strategies to promote positive behaviour and raise children's self-esteem. Children learn to share and take turns, which helps them to develop their understanding of how to play well together. Babies and young children are offered lots of cuddles and reassurance. They sleep safely and peacefully in comfortable surroundings. Staff regularly check on them to ensure they are safe and well.

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Outcomes for children are good

All children make good progress and acquire the key skills required in preparation for their eventual move on to school. Children's early literacy skills are developing. They enjoy making marks, listen attentively to stories and join in with songs and rhymes. Children's independence is encouraged during the routines of the day. They learn to put on their own coats and to help lay the table for lunch. Early mathematical skills are developing well. They learn about numbers, counting, shapes and size in everyday activities.

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Setting details

Unique reference number EY498582 Local authority Worcestershire Inspection number 1108584 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 1 - 8 Total number of places 36 Number of children on roll 48

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reference number

Date of previous inspection 27 June 2017

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Telephone number

Little Squirrels registered in 2016 and is located in Worcester. The setting employs eleven members of childcare staff. Of these, seven hold appropriate early years qualifications to at least level 2, including one who has qualified teacher status and one at level 5. The setting operates Monday to Friday all year round. Sessions are from 8am until 6pm. The setting provides funded early education for three- and four-year-old children.

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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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