Childcare on Domestic Premises, Full day care in North Yorkshire

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 are happy and enjoy spending time in this safe, warm and homely setting. They eagerly engage in the activities on offer and move around freely, choosing where to play. Children know the routine well and understand what comes next. They have good bonds with staff, who are kind and friendly. Staff are responsive to children's needs and meet these effectively. For instance, staff recognise when babies are tired and rock them to sleep. Older children meet their own self-care needs. For example, they wash their hands and help with tasks, such as washing the dishes after their snack.

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The provision is good

Children are well behaved. Staff encourage children to share and take turns as they play. They reinforce kindness and respect in an age-appropriate ways, so that children develop these skills. Children learn about people who are similar to and different from themselves through a range of activities and experiences. Staff have developed strategies to support children who speak English as an additional language. For example, they collect key words and phrases from parents. Staff incorporate these into routines and activities, such as using children's home languages to say 'hello' at circle time.

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need to do better?

n The curriculum is well-thought-out and designed to help children to build their confidence and independence. Staff support children to develop their physical skills as well as their communication and social skills. n Staff settle new children into the setting well, overall. They tailor visits to meet children's individual needs, so that they feel comfortable and secure before they are left. However, staff do not always gather detailed information from all parents to help them to rapidly understand children's abilities. Due to this, staff are not able to plan for all children's learning from the start. n Staff get to know their key children well. They confidently talk about children's interests and where they are in their learning and development. Staff observe children as they play and reflect on what children know, understand and can do. They plan a range of activities to help children to learn and make progress

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need to do better?

across all areas of their development. n Children develop their communication and language skills well. Staff talk to children and engage them in conversations about what they are doing. They use simple language when communicating with babies and repeat words, so that they can hear the correct pronunciation. When communicating with older children, staff ask them questions to extend their thinking and understanding. n Children have access to fresh air each day. They explore the setting's garden where they develop their physical skills and learn how to grow their own fruit and vegetables. Children have plenty of opportunities to explore the local

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need to do better?

22 October 2021 environment. For example, they regularly go for walks in the community and visit the library, post office and shops. Children attend weekly sessions at a nearby forest school, which helps them to develop their physical skills and learn about nature. n Leaders and managers place high priority on staff's professional development. Staff complete regular training online to help them to keep up to date with safeguarding and changes in the early years sector. However, the systems in place to monitor staff practice are not sharply focused to build on their individual practice or help them to develop in areas they are less confident or competent in. n Staff share what children are learning in the setting with parents, through photos and verbally at the end of the day. Parents speak highly about the setting and say that they are happy with the range of activities that their children take part in. They praise staff, and say that they have helped their

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need to do better?

children to progress and grow in confidence.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders, managers and staff understand their roles and responsibilities to protect children in their care from harm. They undertake regular safeguarding training and can recognise the signs and symptoms of when a child may be at risk. Staff know the reporting procedures to follow if they are concerned about the welfare of a child. They have an awareness of the broader safeguarding issues, such as radicalisation. Staff are also fully aware of the whistle-blowing policy and what to do if they become concerned about the conduct of a colleague.

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should:

n obtain information about children from all parents before their children start at the setting, to fully support children's learning from the beginning n strengthen monitoring of staff performance to focus professional development more precisely on raising the quality of practice.

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Setting details

Unique reference number 2522377 Local authority North Yorkshire Inspection number 10206572 Type of provision Childcare on domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 12 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

Kids Corner Child Care registered in 2019. The setting employs seven members of childcare staff. Of these, one member of staff holds qualified teacher status, one holds a level 6 qualification and one has a foundation degree. The remaining members of staff all hold relevant early years qualifications at level 2 or 3. The nursery opens all year round from 7am to 6pm, Monday to Friday, except for one week at Christmas and bank holidays. The nursery 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 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 provider and manager led the inspector on a learning walk and told her about what they want children to learn at the setting. n The inspector looked at written feedback from parents to gather their views and opinions about the setting. n The manager and the inspector carried out a joint observation of an activity and discussed the impact of teaching on children's learning. n The inspector sampled records, such as documents relating to the suitability of those working with children, including qualifications and first aid. n The inspector held discussions with the provider, manager and staff throughout the inspection.

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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

22 October 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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