Setting EY536310

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 Good

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The provision is good

Children are happy and show that they feel safe and secure in the care of the provider and her staff. All children, including those who did not attend during the COVID-19 (coronavirus) pandemic, are happy to leave their parents at the door and go indoors with the staff. New children who have started at the setting during the pandemic have settled well. Children form close attachments to their key person. Babies and toddlers enjoy cuddles and reassurance, which successfully boosts their self-esteem.

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The provision is good

Children readily lead their own play and learning. They confidently choose from the range of resources available to them. Outdoors, children enjoy using toy vehicles and spades to dig in the large sandpit. They express delight as they find a spider and are eager to jump and splash in the water that they have tipped on the patio.

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The provision is good

Children are supported to behave well. They listen and respond to staff's instructions and follow rules well. Children are familiar with the routines of the day and know what is expected, for instance when it is time to wash their hands before lunch. Staff sensitively encourage and support children to understand the importance of following appropriate personal hygiene routines.

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need to do better?

n The provider has a clear understanding of what is important for the children to learn. She focuses on ensuring children have good communication skills and a secure sense of emotional well-being. This vision is understood by staff, who provide a wide range of opportunities for children to listen to and use language. They support children to develop positive relationships with others. n Since the last inspection, the provider has continued with her professional development and now holds an early years teacher status qualification. She has a very good knowledge of how children learn and provides exciting opportunities to support all children to make good progress. n The provider and her staff know the children well and talk confidently about them. They know where children are in their learning. Staff plan and provide activities that meet children's interests and needs. They have clear targets for what they want children to learn next, including those with special educational

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need to do better?

needs and/or disabilities. n Staff closely follow children's interests and interact well to support children to play and learn. They make the most of all opportunities to introduce new vocabulary. Staff use Makaton sign language and picture prompts to support children with their communication. The provider uses group activities to help focus all children's attention and listening skills. Children are motivated and keen to join in with this routine activity.

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need to do better?

21 July 2021 n The provider is committed to forming strong partnerships with parents. During the COVID-19 pandemic, parents were provided with home-learning packs to enable them to continue with their children's learning at home. Parents comment positively on the setting, highlighting the support they are offered as a family and state they like the 'home-from-home' environment. n Staff know how to promote children's positive behaviour and regularly praise them as they recognise their efforts and achievements. Staff support children to take turns when they play. For instance, they use sand timers with children to support them to share popular toys. Children patiently wait for their turn and inform staff when the sand has run out. n The provider makes regular assessments of children's achievements and uses this to help identify their specific learning needs. Effective support is put in place for children, including those in receipt of additional funding.

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need to do better?

n The provider does not monitor staff practice as rigorously as she could. Staff's professional development is not sharply targeted to provide opportunities for them to improve their practice and knowledge to an even higher level. n The quality of staff interaction with children is not as consistently high at times of transition between activities as it is at other times. Some children become restless and lose interest as they wait for activities to change.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The provider and staff have a good awareness of their safeguarding responsibilities and understand their duty to keep children safe and protected from harm. All staff complete training in child protection. They know how to identify signs that may indicate children are at risk of harm. The provider ensures that her staff are fully aware of the action they must take to report concerns about children's welfare. They keep appropriate records and contact relevant professionals when required. The provider has effective recruitment processes and procedures in place to help ensure that those working with children are suitable to do so.

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should:

n focus existing staff performance management on individual areas for development to continue to strengthen and improve on their good practice n support staff to maintain the good quality of interaction with children throughout the day, especially at times of transition between activities, so that children continue to enjoy a high standard of play, teaching and learning.

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Setting details

Unique reference number EY536310 Local authority Norfolk Inspection number 10195798 Type of provision Childcare on domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 19 Number of children on roll 30

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reference number

Date of previous inspection 7 November 2017

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Information about this early years setting

Jcb's Childcare registered in 2017. The provider operates as childcare on domestic premises when she works with three or more assistants at any one time. The provider is also registered as a childminder at the property. The provider holds early years teacher status. The setting opens from Monday to Friday, during term time. Sessions are from 8am until 2.30pm. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 (coronavirus) pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in the evaluation of the provider. n This inspection was carried out following the risk assessment process. n The provider and inspector completed a tour of the setting and discussed how the early years provision and curriculum are organised. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n A joint observation was carried out with the provider and inspector. n Parents shared their views of the setting with the inspector in discussion and the inspector took these into account. n Staff spoke to the inspector at appropriate times throughout the inspection. n A meeting was held with the provider. The inspector looked at relevant

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Inspection activities

documentation and evidence of the suitability of staff.

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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.

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Inspection activities

21 July 2021 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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