Setting EY488974

Report for Childcare on Domestic Premises

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Inspection date

Previous inspection date 13 February 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

 Managers have a clear understanding of their roles and responsibilities. The setting is well organised. Staff implement the well thought out policies and procedures effectively. This helps to promote children's welfare and learning at a good level.  The premises are clean, safe and secure. Staff complete daily visual risk assessment checks of the areas in use, resources and activities. They encourage children to think about how to identify and minimise any potential hazards for themselves.  Staff make use of settling-in processes to get to know children when they start. Children form positive relationships with staff and are very content attending.  The environment is stimulating and well resourced. Staff provide children with varied experiences. Children confidently play and explore. They are motivated to learn.  Pre-school children particularly benefit from excellent play activities. They swiftly gain

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This provision is good

all the skills they need for a successful transition on to school.  Partnerships with parents, professionals and other providers are strong. Staff share a good two-way flow of information between the setting, home and other places children attend. This helps to promote continuity in children's care and learning.

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It is not yet outstanding because:

 Occasionally, staff adopt a formal approach to teaching young children, particularly during planned activities. There is scope to sharply focus staff's professional development to help to raise the quality of teaching to the highest level for all children.  Managers do not yet make expert use of the information obtained from monitoring children's progress, to help to promote the attainment of different groups of children to an outstanding level.

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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

 focus staff's professional development more sharply on raising the standard of teaching to the highest level, particularly for the youngest children  make expert use of the information obtained from monitoring children's progress to help to promote the attainment of different groups of children to an outstanding level.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outside. She assessed the impact this has on children's learning.  The inspector completed a joint observation with the manager of the setting.  The inspector spoke to staff and held a meeting with the setting manager.  The inspector looked at relevant documentation and checked evidence of the suitability of staff working in the setting.  The inspector spoke to children and parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Managers and staff have a sound understanding of child protection issues and legislation. They know how to identify and manage different types of concerns. This helps to protect children from harm. Most staff are well qualified. Managers supervise staff in a range of ways. Staff benefit from ongoing training, such as safeguarding and first aid. This helps them to achieve and maintain particularly good standards of care. Self-evaluation is good. Managers take account of the views of staff, parents and children. Clear targets for development are in place to help the setting continually drive forwards and develop.

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Quality of teaching, learning and assessment is good

Staff make accurate and precise assessments of children's learning. Children benefit from a balance of adult-led and child-led play. For example, staff provide a variety of craft materials and give children support to use creative tools and equipment as required. Children enjoy making space-themed art or Valentine's day cards. Staff get involved in children's chosen play. Children develop imaginative role play with pretend food, cooking equipment and dolls or as they build up stories using play rockets, space-themed characters and animals. Staff show them how to use resources, add further props to their games and explanations to their learning.

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Personal development, behaviour and welfare are good

Staff promote children's physical and emotional well-being. Staff promote healthy eating and provide nutritional snacks and meals in the setting. They talk to children about the benefits of eating well. Staff help children to adopt good hygiene routines from an early age. Staff encourage children to be active and take exercise. Young children practise their skills in climbing and balancing using obstacle courses outside. Pre-school children go on walks and make use of wider open spaces to practise moving in different ways. Staff promote the setting's values and have clear behaviour boundaries. They teach children about the importance of respect and acceptance towards others and the environment. Staff find out about children's home lives. They help children to learn about and celebrate their similarities and differences. Children display good levels of self-esteem.

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Outcomes for children are good

Overall, all children make good progress in their learning and pre-school children make particularly rapid progress in their development. Pre-school children become successful learners who are curious, inquisitive and keen to know more. They are independent and make choices about what they want to do. Pre-school children can clearly communicate their wants, interests and needs. They learn how to share, negotiate and play cooperatively with their peers. Pre-school children are developing strong skills in literacy and numeracy. They enjoy practising writing their names as they sign themselves into the setting at self-registration time. They also delight in playing mathematical games in small groups where they have opportunities to identify, match and talk about shapes.

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Setting details

Unique reference number EY488974 Local authority Worcestershire Inspection number 1031781 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 - 11 Total number of places 26 Number of children on roll 48

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reference number

Date of previous inspection Not applicable

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Telephone number

Meadows Childminding registered in 2015. The setting employs 14 members of childcare staff. Of these, 12 hold appropriate early years qualifications at level 3 and above, including the manager who holds early years teacher status. The setting operates all year around. Sessions are available Monday to Friday, from 7.30am until 6pm. The setting provides funded early education for two-, 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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