Childcare on Domestic Premises, Sessional day care in Hertfordshire

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 arrive happily to the setting and are greeted warmly by attentive staff. They enjoy choosing where they want to play and show a positive attitude towards learning. Children are developing good imaginations as they engage in pretend play. They display a strong understanding of words as they act out scenes from popular television programmes, such as pretending to be firefighters. Children enjoy taking over the lead in activities that staff have modelled to them. For example, they shout out colours to staff, who then jump on a mat. They have fun together and children find it highly amusing when staff jump onto the wrong- coloured mat.

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The provision is good

Children are learning how to be safe and develop healthy lifestyles, such as the importance of exercise. They have many opportunities for physical activity, such as climbing and walks in the extensive grounds. Children especially enjoy visiting the animals. They excitedly talk about how the chickens are eating bread for their breakfast. Staff help children to collect fresh eggs and use this opportunity for children to practise their counting skills. Children show their awareness of each other and offer kind gestures. For example, they make dough they are playing with into a cake and give it to other's who recently had a birthday. Children listen well to instructions and their behaviour is good.

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need to do better?

n During the COVID-19 (coronavirus) pandemic, managers and staff have reviewed their practice in order to keep children and themselves as safe as they can. They have noticed that some children are taking longer to feel secure in the setting and so have adapted settling-in arrangements to meet each child's needs. Managers now share more information with parents through email rather than inviting them into the setting. n Children display a strong sense of belonging. They understand the routines of the day and are keen to help with daily tasks. They know where to put toys and equipment when it is time to tidy up. Children know where to find their belongings, such as comforters at sleep times. They settle in their cots very well and wake up refreshed and ready to learn. n Staff are skilled in helping children to make links in their learning. As they share books, such as about autumn, staff talk about colours of paint that children have

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need to do better?

used earlier. Staff use the books to give children ideas of what they might see and find on a forthcoming autumn walk. This inspires children to explore as they learn about the changing seasons. n Children are gaining a good understanding of mathematics. They explore space and shape as they cut out dough shapes and complete puzzles. Children show they are beginning to understand size as they refer to a big leaf as a 'daddy one'

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need to do better?

28 September 2021 and a small leaf as a 'baby one'. n The provider has robust recruitment procedures in place. This helps to ensure that staff are suitable to work with children. Staff receive regular coaching and supervision from the managers. They talk highly positively of the provider and manager and report that their well-being is good. n Parents and carers speak positively about the setting and staff. Staff keep parents and carers well informed about their children's development. They help parents to know how to support children's learning at home. Parents say staff listen to their ideas and embed them into practice. n Staff know their key children well and are aware of their current levels of development. Staff clearly identify next steps in children's learning. However, not all staff are confident in using the measures the manager has recently introduced to monitor children's ongoing learning. n Staff are very enthusiastic in their interactions with children and they generally

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need to do better?

support them well. However, at times, staff's requests of children are too negative. For example, they tell them what not to do instead of offering a positive alternative or modelling play. At times, this impacts on children's engagement in learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Managers and staff regularly complete safeguarding training and understand how to recognise concerns about children's safety and welfare. They know how to swiftly make referrals, both within the setting and to relevant agencies. The provider places high priority in ensuring safeguarding and health and safety procedures are securely embedded in induction procedures for new staff. All staff demonstrate a good understanding of wider safeguarding concerns, such as around radicalisation and extremist behaviour.

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should:

n strengthen and embed support for staff to help them to develop the best possible understanding of the ongoing assessment procedures n support staff to develop a more positive approach to managing children's learning, play and behaviour.

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Setting details

Unique reference number 2527526 Local authority Hertfordshire Inspection number 10207484 Type of provision Childcare on domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 27 Number of children on roll 28

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Heathbourne House Childcare registered in 2019. The setting employs seven members of childcare staff. Of these, one holds an appropriate early years qualification at level 3 and four at level 2. The setting opens from Monday to Friday, all year round. Sessions are from 8.30am until 1pm.

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Inspection activities

n This was the first routine inspection the setting 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 their evaluation of the setting. n The inspector and the provider completed a learning walk across all areas of the setting to understand how the early years provision and the curriculum are organised. n A joint observation was carried out by the inspector and the provider. n The inspector held discussions with staff, children and parents at appropriate times during the inspection. n The inspector looked at a sample of the provider's documents. This included evidence about staff and household member's suitability and qualifications. n Meetings were held between the inspector, provider and manager.

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Inspection activities

28 September 2021 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

28 September 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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