Setting EY347393

Report for childcare on domestic premises

p.1

Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Good

p.1

The provision requires improvement

Some weaknesses in senior leadership and staffing have a negative impact on the quality of the provision. The variability in the quality of assessment, teaching and behaviour management does not ensure that all children remain purposefully involved in play and learning. Staff set out their intention for learning but miss opportunities to support children's learning fully, including those children who learn English as an additional language. Consequently, some children's attention and behaviour deteriorate. Staff do not explain clearly to children why some behaviour is unacceptable. This makes it difficult for children to understand and follow expectations. At times, the learning assessments for some children are not accurate enough to consistently secure the best possible outcomes for all children.

p.2

The provision requires improvement

Staff work with parents to ensure their children settle as quickly as possible. Children arrive happily and staff greet them warmly. Staff help children choose what to play with from the suitable range of resources on offer. Children are confident and feel safe. They have regular opportunities to practise their counting skills and hear mathematical language as they play.

p.2

need to do better?

n Staff assess children's learning and development regularly to inform future planning and teaching. However, these assessments are not accurate enough to support children's learning effectively, including children with special educational needs and/or disabilities and those who learn English as an additional language. On occasion, staff assess children too highly, giving an inflated impression as to what children actually know and can do. n The manager does not monitor the quality of teaching within the provision effectively. She offers professional development opportunities to help staff improve their practice, and staff have regular one-to-one meetings with a team leader. However, the quality of teaching is variable. It is not consistently good enough to help children to make good progress in their learning. For example, some staff busy themselves with domestic tasks in preference to supporting children's learning.

p.2

need to do better?

n Staff do not manage children's behaviour in a consistent way, in order for children to learn about the consequences of their behaviour and know that some behaviour is not acceptable. For instance, staff do not notice when one child snatches a toy from another child. n Staff use good intonation when reading stories to children. They introduce new words and encourage children to join in with familiar refrains. However, staff do not provide children who speak languages other than English at home with enough opportunities to hear these languages to support their communication skills further. Staff have words and phrases in the other languages that children

p.2

need to do better?

29 October 2019 speak but they do not routinely use these during the day. n Staff support children to develop their small-muscle skills well. Toddlers scoop up pasta and oats and thoroughly enjoy transferring these to containers of various sizes. Older children connect washers and nuts to bolts competently. n Children learn how to use equipment and tools safely. For example, they use a knife correctly and safely to cut up bananas and plums while being closely supervised by staff. n Staff generally work well with parents, early years professionals and other settings that children attend. They offer ideas to parents to support children's learning at home. n Children grow in independence and enjoy taking responsibility for small tasks. For instance, they put on their own hats and gloves to go outside to play and they confidently take their plates to the sink after lunch. n Children manage their personal care needs and enjoy healthy snacks of fresh

p.2

need to do better?

fruit and vegetables. They have ample opportunities to develop their physical skills, such as dancing to music, climbing and jumping. These experiences help children to learn the importance of a healthy lifestyle.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

The manager and staff demonstrate a secure understanding of their responsibility with regard to protecting children. They are familiar with the procedures to follow should they have a concern about a child's welfare. The manager ensures that staff keep their safeguarding knowledge up to date. For example, they take part in regular training and in discussions at staff meetings. Staff undertake regular risk assessments to ensure that the provision is safe and secure for the children.

p.3

Due date

ensure all staff make accurate assessments to reflect children's current capabilities 26/11/2019

p.3

Due date

develop behaviour strategies to provide a more consistent approach to managing behaviour. 26/11/2019

p.3

should:

29 October 2019 n provide staff with the support needed to raise the quality of interactions to a consistently good level n develop strategies to support children to communicate their needs and interests, with particular regard to children who learn English as an additional language.

p.3

Setting details

Unique reference number EY347393 Local authority Somerset Inspection number 10073846 Type of provision Childcare on domestic premises

p.5

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 1 to 5 Total number of places 20 Number of children on roll 36

p.5

reference number

Date of previous inspection 14 July 2016

p.5

Information about this early years setting

Chesters House Child Care registered in 2010. It is one of two privately owned settings and is situated in a residential area of Chard in Somerset. The setting is open each weekday from 7.30am to 6pm all year round, except for bank holidays and a week at Christmas. The setting receives funding to provide free early education to children aged two, three and four years. There are seven members of staff. Of these, the manager holds early years professional status, one member of staff holds qualified teacher status, one member of staff holds a qualification at level 6, two hold a qualification at level 3 and two are unqualified.

p.5

Inspection activities

n The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning. n The manager and the inspector took part in a tour of the premises at the start of the visit and carried out a joint observation to understand how the early years provision and curriculum are organised. n The inspector held a meeting with the provider and manager. She sampled documentation, including evidence of staff suitability checks and qualifications. n Time was spent observing and speaking with staff and children during the inspection. n The inspector took account of the views of parents and carers spoken to on the day of the inspection.

p.6

Inspection activities

We carried out this inspection 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.6

Inspection activities

29 October 2019 regulates and inspects to 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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.6

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Inspection activities

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.7

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Inspection activities

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7