Setting EY545858

Report for childcare on domestic premises

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children thoroughly enjoy their time in the setting. Staff welcome them warmly, helping them to choose things that they like to play with. Children benefit from close attention from staff who understand their individual needs well. Children learn to take managed risks and to be resilient with close adult support. For example, they walk up and down a muddy path in the garden. When they slip and sit in the mud, staff encourage them to get back up and try again.

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The provision is good

Children learn the boundaries of the setting as staff help them to understand what is expected of them in age-appropriate ways. Staff demonstrate how 'we are kind to each other' and 'treat our toys with respect'. Children enjoy practising their their speaking skills as staff help them to match words to objects. For example, staff sign the letter and make the 'p' sound for puppet, and children repeat this noise while they play with puppets. Children explore the interesting resources indoors and outdoors. For example, they sniff different spices to investigate the smell, and they squeeze, wash and cut their chosen fruit to prepare their snack. Staff help children to learn the different shapes, colours and names of the fruits, and children practise saying the new words.

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need to do better?

n The provider has high expectations of staff practice. She has offered a range of relevant training to help staff to improve their work with children. For example, two staff members are about to start their qualifications at level 3. Staff report that they enjoy working at the setting and they feel well supported in their roles. n Staff help children develop positive attitudes to learning and key skills to support them as they move on to their next stage. Children are eager to explore and investigate. They especially enjoy physical play in the garden. They exercise their muscles and gain confidence in walking as they bounce on mini trampolines and walk up and down uneven ground. Staff help children to use simple tools safely, such as knives to cut fruit, and children develop good hand control skills. n Staff encourage children to explore stories and songs through lively group activities to support their developing literacy skills. Children readily choose their

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need to do better?

favourite story from the book area and sit and turn the pages. They delve into their favourite stories such as 'The Very Hungry Caterpillar', using the fruits from the stories to print with paint. Staff then help children make finger marks and they talk about the marks they have made. Staff also make other resources to extend the story, such as a postbox with a caterpillar on it. n On occasions, staff do not follow children's spontaneous interests to fully engage children, for example when they wish to move on to another activity. This means that some children become restless at these times. The provider is aware of this and is working with staff, especially those who are new to the setting, to

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need to do better?

20 January 2020 improve their confidence in planning and delivering activities. n Parents are welcomed into the setting and given plenty of information to help them understand their children's achievements. Staff gather lots of information about children's home lives when they first join so that they plan for their individual needs from the start. Staff use regular newsletters and daily discussions to ensure that they keep strong links with parents and promote consistency for children between home and the setting. They also work closely with any other settings that children attend to make sure they have the information they need to meet children's needs. n The leadership team has created an environment that is focused on children's needs and reflects their interests. Children have free access to lots of exciting resources that help them to learn about the real world. For example, children play with real kitchen utensils in the play kitchen. They use real food in the play

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need to do better?

shop. This helps them learn about the wider world around them.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff have all received thorough training that helps them to understand and follow local safeguarding partnership procedures to protect children. Staff understand the signs and symptoms of potential abuse and neglect, including broader safeguarding matters such as those relating to the 'Prevent' duty. Staff understand how to monitor and report any ongoing concerns about children or persons who work with children, and are clear about the steps to take to report any such concerns. They take steps to protect children in their care as they make sure play spaces and resources are safe and suitable.

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should:

n develop the quality of teaching to help staff respond more effectively to children's spontaneous learning needs

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Setting details

Unique reference number EY545858 Local authority Hertfordshire Inspection number 10119465 Type of provision Childcare on domestic premises

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Registers

Early Years Register, Compulsory Childcare Register Day care type Full day care Age range of children 0 to 2 Total number of places 16 Number of children on roll 23

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Jolly Tots registered in 2017. The setting employs five members of childcare staff, three of whom hold appropriate early years qualifications at level 2 and 3. The provider holds early years professional status. The setting opens from 7.30am to 6pm, Monday to Friday, all year round. It provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector explored the setting and talked to the registered individual and manager about the ways that they meet children's learning and care needs. n The inspector spoke to staff and children at appropriate times, to gather their views about the setting. n The inspector carried out a joint observation of an activity with the provider. n The inspector reviewed some documentation relating to the safe management of the setting, including evidence of staff suitability checks and safeguarding procedures.

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Inspection activities

20 January 2020 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.

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Inspection activities

20 January 2020 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.

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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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