Hampton Court House Daycare

Hampton Court House Daycare Hampton Court House Ltd, Hampton Court House, East Molesey, KT8 9BS

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Inspection date

Previous inspection date 11 January 2018 Not applicable

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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 play in a welcoming and engaging environment. Staff have sound expectations of children's learning. They plan a range of enjoyable and challenging activities, and children are eager to join in. Children make good progress from their starting points.  The manager has a clear vision for the nursery and evaluates practice routinely. She uses feedback from parents, staff and children, to identify and develop areas for improvement.  Staff and children develop close bonds and secure attachments. Children show they are emotionally secure and settle quickly into the calm learning environment.  Staff use a variety of effective methods to engage parents and involve them in the nursery. For example, they have regular meetings to discuss children's achievements and staff give parents the opportunity to be part of the parents' association.  Staff support children who speak English as an additional language well. Staff speak to

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This provision is good

children in their home languages and English, and they provide books in a variety of languages to support learning further.

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It is not yet outstanding because:

 Opportunities for children to explore art materials and develop their own ideas are not as good as possible.  Occasionally, times of the day between activities are not organised as effectively as possible, as children are sometimes left waiting too long and become unsettled.

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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

 give children more opportunities to explore different materials and use their imagination to develop their own creative skills  review daily routines, in particular the time between planned activities, to ensure children are not left waiting too long and their attention is maintained.

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Inspection activities

 The inspector spoke to the manager and other staff at appropriate times throughout the inspection.  The inspector engaged with the children at appropriate times during the inspection.  The inspector observed staff interaction with the children during indoor and outdoor play, snack and lunch times, and hygiene routines.  The inspector engaged in a joint observation with the manager.  The inspector sampled various documents, including risk assessments, the self- evaluation form, children's records and a range of policies and procedures.

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Effectiveness of the leadership and management is good

The manager is dedicated to the setting and supports the staff team well. She conducts regular supervision meetings with all staff to reflect on their work with children and maintain good practice. There is a strong commitment to the professional development of staff. For example, staff attend regular training, such as learning and development, and the manager supports staff in completing level 3 qualifications. Safeguarding is effective. All staff have attended safeguarding training. They have a good understanding of how to keep children safe. They know the procedures to follow should they have a concern about a child's well-being. Recruitment procedures are robust to ensure that staff are suitable to work with children. The manager and staff monitor children's overall development well and use the information to ensure children requiring additional support soon catch up in their learning.

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Quality of teaching, learning and assessment is good

Staff know the children very well. They gather detailed information about what children already know and can do when they start. Staff assess children's learning accurately and plan specific activities to provide appropriate levels of challenge to meet children's individual needs successfully. Staff support children's communication and language skills well. For example, younger children describe what they can see and feel as they explore real fruit. Staff are good role models for older children and ask thought-provoking questions to extend children's learning and knowledge effectively. Children have fun participating in sensory play. For example, they play with sand and water, using different tools and experiencing the different textures.

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Personal development, behaviour and welfare are good

Staff are positive role models for children. They set good examples and provide clear explanations to support children's understanding of positive behaviour. Children are kind, considerate and well mannered. They gain a healthy respect and awareness of their individual needs and backgrounds. Children enjoy healthy meals and have many opportunities for fresh air and exercise to support their physical development. For example, children regularly visit the nursery garden, explore the grounds around the school and have the opportunity to join in with forest school sessions.

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Outcomes for children are good

All children learn important skills which prepare them well for their next stage in learning. They are keen to learn and develop good thinking skills. They are able to concentrate on activities that interest them. Children develop good mathematical skills. For example, they count reliably, such as when they use a ball to knock down skittles in the garden, and enjoy taking part in number songs and rhymes. Children learn about caring for others and learn to take turns, such as when they get ready to go outside. They enjoy the responsibility of helping their friends put on their coats.

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Setting details

Unique reference number EY494843 Local authority Richmond upon Thames Inspection number 1032246 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 3 Total number of places 8 Number of children on roll 7 Name of registered person Hampton Court House Limited

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reference number

Date of previous inspection Not applicable Telephone number 02086140865

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reference number

Hampton Court House Daycare registered in 2015. It is located in East Molesey, in the London Borough of Richmond. It opens from 8.30am to 5pm on Monday to Friday, during term time only. The setting employs five members of staff. Of those, three hold a level 3 childcare qualification and the manager holds early years teacher status.

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reference 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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reference 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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reference number

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reference number

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reference 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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