Childcare At The Laurels

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 and parents are welcomed enthusiastically by the provider when they arrive at the setting. Children and babies develop strong attachments with staff, who show them genuine affection and know them well. Babies and toddlers actively seek out staff for cuddles and reassurance when needed. This helps children to feel safe and secure and supports their emotional well-being.

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The provision is good

Children make independent play choices from a good range of resources and activities. They learn to share, take turns and play cooperatively with their friends. For example, older children wait patiently for their turn to 'walk like a giant', using the large cardboard 'giant's feet'. Children behave well and respond appropriately when staff gently remind them to use good manners and follow the behaviour boundaries.

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The provision is good

Children have frequent opportunities to play outside. Younger children develop their physical skills as they play on the climbing frame and enthusiastically pedal the tricycles. Older children independently explore in the 'stick garden' and enjoy digging in the mud and investigating the natural resources. Children develop their independence. For example, older children put on their own coats and wellington boots to go out and play in the garden. Children develop good hygiene routines and understand the need to wash their hands after messy play and before eating.

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need to do better?

n The provider, who is also the manager, is dedicated and ambitious. She puts children at the heart of everything she does. The provider has a clear understanding of the strengths and areas for development in the setting. She is committed to making improvements to raise the quality of care and learning to the highest level. Staff comment that the provider considers their well-being and they feel well supported. n Babies enjoy stimulating activities, and staff support them well. While babies have their own dedicated space, they also move freely around the room with the toddlers, confidently selecting and exploring the resources. Babies enjoy investigating different textures, such as water and seeds, placed inside vinyl gloves. They squeeze the gloves, squealing with delight as they feel the cold water. n Children enjoy developing their small-muscle skills. For example, young children squeeze, roll, and manipulate play dough, using cutters and scissors to make

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need to do better?

different shapes. Older children hold pencils with good control as they trace shapes and complete maze puzzles. n Staff talk to children, sing songs with them and read books. However, on occasion, some children lose interest during activities and lack the motivation to

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need to do better?

5 April 2022 persevere as not all staff interact effectively to encourage their curiosity or guide their learning precisely. n Staff use play opportunities to help support children's emerging number skills. For example, they encourage children to count as they excitedly pop the bubbles from the bubble machine. Children enthusiastically search in soapy water when staff challenge them to find the coloured numbers they have hidden. n The provider has a good overview of the curriculum and knows exactly what she wants children to learn. However, staff do not always give enough consideration to children's different ages and stages of development. Occasionally, staff plan activities where the intended learning outcome is the same for all children. As a result, these activities are too difficult for some children. n Parents are full of praise for the provider and her team. They say that staff provide 'excellent care' and 'go above and beyond in their support'. They praise

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need to do better?

the daily communication they receive about their children's experiences. Parents value the information about children's learning and the ideas staff provide to help them support children at home. n The provider and staff swiftly identify any emerging concerns with children's development. The provider puts in place plans to ensure children's individual care and learning needs are met effectively. She also works closely with parents to provide information and advice, and helps them seek external professional support, when needed.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The provider and staff have a good understanding of how to safeguard children. They know how to recognise the possible signs that may indicate a child is at risk of abuse or neglect. They have an understanding of a wide range of safeguarding issues, such as radicalisation. Staff know the correct procedure to follow if they have concerns about a colleague's behaviour. The provider conducts daily risk assessments to ensure the environment is safe and suitable for the children in her care.

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should:

n support staff to develop and improve their interactions to extend children's thinking skills and encourage their curiosity even further n help staff to develop their knowledge of planning activities to match children's individual learning needs more precisely.

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Setting details

Unique reference number 2498489 Local authority Essex Inspection number 10191780 Type of provision Childcare on domestic premises

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Registers

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

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inspection

Total number of places 21 Number of children on roll 35

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Childcare At The Laurels registered in 2019. The setting is open Monday to Friday, from 7am to 6pm, all year round apart from 10 days at Christmas. There are 11 members of childcare staff including the owner, who also manages the setting. Of these, five staff hold relevant childcare qualifications at level 3 or above. The setting provides funded early education places 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 provider. n The provider joined the inspector on a learning walk and talked to the inspector about how activities are planned and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 The provider and the inspector carried out a joint observation together. n The inspector spoke to several parents and took account of their views, as well as reviewing written testimonials. n The inspector spoke with the provider about the leadership and management of

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Inspection activities

the setting and sampled relevant documents.

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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

5 April 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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