Setting EY388826

Report for Childcare on Domestic Premises

p.1

Inspection date

Previous inspection date 9 February 2018 14 November 2014

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children settle quickly and build secure emotional attachments to staff. They are happy and engaged in their learning and in exploring the environment around them.  Partnerships with parents are strong. They comment on the high level of care their children receive. Staff provide children with very homely and warm surroundings to help nurture their progress and development.  Leaders have high expectations for the children and for the staff team. They pride themselves on the individual attention each child receives from their key person.  Children behave well. Staff are good role models who are helping children to learn about boundaries and their expectations of them. Children are learning to be kind and gentle as they play together.  Staff encourage all children to become independent quickly in their own self-care. For instance, children have a special way of putting on their own coats. Older children do

p.1

This provision is good

this with ease and younger children have fun trying by themselves. This helps them to build positive self-esteem in their own abilities.

p.1

It is not yet outstanding because:

 Staff do not always use opportunities presented to further challenge most-able children in their learning and development.  Occasionally, staff do not precisely adapt their teaching to fully support the youngest children's learning and development.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 make the most of opportunities to provide most=able children with higher levels of challenge in their learning and development  strengthen staff's already good teaching for the youngest children, to adapt activities to fully reflect their abilities and stage of development.

p.2

Inspection activities

 The inspector had a tour of the areas of the home used during the setting's operational times.  The inspector spoke with parents, staff and children at appropriate times throughout the inspection and took account of their views and comments.  The inspector held a joint observation with the manager. She observed the teaching and learning opportunities for children in both the indoor and outdoor environments, and the impact these have on children's development. She also observed the children on an outing to an elderly residents' care home.  The inspector held a leadership meeting where she discussed the process of evaluation and the areas identified for improvement. She sampled a range of documentation, including policies and procedures, suitability checks and the developmental records of children.  The inspector held discussions with staff about the safeguarding of the children in their care, their knowledge on identifying areas for concern and the reporting procedures.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. There is a vigilant culture present within the staff, who have secure knowledge of how to identify potential areas of abuse. They are very clear about the procedures they would use to report any concerns for a child's welfare. Leaders support staff well. They meet regularly with staff and they place a strong importance on staff's professional development. Leaders use the evaluation process effectively to maintain good standards. They value the comments of staff, parents and children to help inform additional changes. Leaders have addressed the previous recommendations well. For instance, children enjoy playing with remote-controlled cars to help them use early technology purposefully in their play. Leaders regularly monitor and track the progress of children, to help them quickly identify any gaps in their learning.

p.3

Quality of teaching, learning and assessment is good

Staff know children well. They use a good observation and assessment system to help them to continuously meet the changing needs and interests of the children. Staff help children to develop their communication and language skills. For example, children enjoy singing with the hand puppets and using everyday items as props in action songs. Staff help children to develop their sensory experiences in their play. For instance, younger children enjoy accessing and exploring the texture of natural resources. Older children enjoy the sensation of running around the garden with the ribbon sticks that they have made. Children enjoy lots of physical activity. For example, they balance on the beams and small stepping stones to help them learn how to move their bodies and develop their spatial awareness.

p.3

Personal development, behaviour and welfare are good

Children are eager and keen to learn and play together. For instance, older children help the younger children to fasten up the buttons on their jackets when going outside to play. Staff help children to learn about the importance of being healthy. For example, children enjoy delicious home-cooked meals and snacks throughout the day. Staff encourage children to become more involved in their own learning. For instance, older children are very much part of the daily planning with their key person. Younger children have independent access to all toys to help them make their own choices and build on their growing interests.

p.3

Outcomes for children are good

Children are enthusiastic and inquisitive in their learning. They are developing well from their initial starting points and are gaining the necessary skills for their future learning. Children are learning about the world around them and their immediate community. For example, they enjoy weekly visits to a care home for the elderly. Children join in with baking activities with residents to become more aware and sensitive about the needs of other people.

p.3

Setting details

Unique reference number EY388826 Local authority Surrey Inspection number 1071116 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 - 4 Total number of places 22 Number of children on roll 34

p.4

reference number

Date of previous inspection 14 November 2014

p.4

Telephone number

Little Tinkers registered as a childcare setting on domestic premises in 2011. It operates from a house in a residential area of Walton-On-Thames in Hersham, Surrey. The setting is open each weekday from 8am to 6pm, throughout the year, closing only for bank holidays and for one week between Christmas and New Year. There are nine members of staff working at the setting. All staff hold a level 3 early years qualification. The setting receives funding to provide free early education for children aged two, three and four years.

p.4

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.

p.4

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.

p.4

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 .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5