Childcare on Domestic Premises, Full day care in Kent

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 their time at the setting. They form trusting relationships with the friendly and caring staff. Babies seek comfort from staff, who provide reassurance and help them to feel safe and secure. Older children demonstrate high levels of self-esteem and confidence as they actively explore the activities and resources available to them. Children learn to be empathetic towards each other. Babies cuddle and show affection towards their peers. Older children learn how to look after animals. For example, they learn how to care for the setting's chickens, rabbits and guinea pigs. They go on regular visits to see the setting's pony at the local stables.

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The provision is good

Children have space to practise their physical skills and great emphasis is placed on outdoor play. Babies learn to pull themselves up, stand unaided and take steps with encouragement from staff. Older children climb tress and use milk crates and planks of wood to practise their balancing and coordination skills. Staff encourage children to manage their own risk and have high expectations of the children.

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need to do better?

n The manager is clear about what she wants children to learn. Staff give children's emotional well-being a high priority. They recognise that children need extra care and support after the COVID-19 pandemic. For example, they provide each child with a well-being box which children fill with home comforts. n Staff talk confidently about what their key children like and dislike. They know what children can do and how to support them to develop further. Staff identity any gaps in children's learning and act on these appropriately. n Staff support all children to make good progress, including children with special educational needs and/or disabilities. They work well with outside agencies to make sure they are meeting all children's needs. For example, they seek advice and guidance from speech and language therapists to inform targeted focus plans for children. As a result, all children progress onto the next stage in their

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need to do better?

learning. n Staff promote communication and language skills with all children. Children enjoy listening to stories, poems and rhymes. They repeat key phrases back and anticipate what might happen next. Staff introduce new vocabulary to children daily. n Staff manage children's behaviour effectively. Children receive good levels of support to understand the behaviour expected of them. They learn to consider their peers' feelings, take turns and share their toys. For example, a timer is used with older children to encourage them to take turns using the hammock. n Staff encourage pre-school children to be independent at mealtimes. Children enjoy and help themselves to freshly prepared snacks and pour their own drinks

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need to do better?

23 March 2022 from jugs. However, daily routines are less successful in the baby room, particularly when transitioning at mealtimes. For example, babies sit and wait for long periods of time for their meal to be brought out to them. n Staff help children to learn about healthy lifestyles and to develop self-care skills. Children learn the importance of handwashing and oral hygiene. For example, children brush their teeth daily after they have had lunch. Older children are learning to recognise the physical effects that exercise has on their bodies and well-being. For instance, children enjoy taking part in weekly yoga sessions. n Staff establish positive relationships with parents. Parents feel well informed about their children's learning and development. Staff update parents on what their children are learning through daily conversations and sharing photos of their achievements. n The manager and staff evaluate the quality of the provision effectively. They

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need to do better?

identify areas where further improvements could be made. The manager has thorough induction processes in place to ensure all staff have a clear understanding of their roles and responsibilities. Staff receive regular supervisions and have access to a variety of training opportunities. As a result, staff feel very well supported in their workload.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff are aware of their duty to safeguard children. All staff have completed relevant safeguarding training, including that of wider issues such as female genital mutilation and the 'Prevent' duty. Staff demonstrate a secure understanding of the procedures to follow in the event of a concern or allegation being made against an adult working with children. Staff members' ongoing suitability to care for children is frequently checked. The premises are safe and secure. Staff complete daily checks of their rooms and outdoor areas. They identify and remove any hazards swiftly and ensure the environment is safe for children.

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should:

n consider the organisation of the routines at mealtimes to minimise the length of time young children wait for their meals.

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Setting details

Unique reference number EY563423 Local authority Kent Inspection number 10148845 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 30 Number of children on roll 43

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Mrs Paula Jayne Nation registered in 2018 and is located in Margate, Kent. The setting operates from a large private house, with secure outside play spaces. The setting follows the Pikler approach to early education. The setting opens Monday to Friday, from 8am to 4pm, throughout the year. There are seven members of staff. Of these, four hold relevant childcare qualifications at level 3 or above. 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 setting 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 inspector viewed all areas of the setting, including the outdoor play spaces used. n The manager joined the inspector on a learning walk and talked to the inspector about the setting's curriculum and what they want children to learn. n The inspector observed the quality of learning during play and discussed the children's learning and development with staff. n The inspector carried out a joint observation with the manager, while children cared for the setting's animals. n The inspector held conversations with the staff and manager at convenient times during the inspection, to discuss the early years curriculum and safeguarding. n The inspector sampled relevant documentation and reviewed evidence of the

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Inspection activities

suitability of staff, both working and living at the premises. n The inspector spoke with several parents during the inspection and took account of their views and experiences.

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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

23 March 2022 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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