Mini Melrose Ltd

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

Staff plan the nursery around the needs of the babies and toddlers who attend. The manager and staff work hard to ensure that everyone enjoys their time there. Children are inspired by the exciting and stimulating activities. For instance, they discover how textures change as they combine flour and oil. Children squeeze and mould the mixture, and rub it over their arms and legs. Staff encourage and support their curiosity. They explain that they want young children to learn about the world by using their senses. This approach helps to boost children's confidence. Children are motivated to explore further, and fetch rice and sand to add to the mixture.

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The provision is good

Children develop trusting bonds with the kind and caring staff. This helps them to settle quickly and feel very safe and secure. Children thoroughly enjoy their interactions with staff during their play, and seek out cuddles and comfort when needed. Children respond positively to the staff's high expectations. They understand what is expected of them and behave well. Children enjoy being independent and display a can-do approach to their play and learning. For example, toddlers have great fun popping the bubbles blown by staff. They are keen to create bubbles by themselves. Toddlers listen, observe and practise diligently until they achieve their goal.

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need to do better?

n The manager is ambitious and works hard to maintain the high quality of care and education. She engages effectively with staff to support and guide them. The manager recognises the positive impact that staff training has on the outcomes for children. She ensures that staff attend relevant courses to further improve their skills and knowledge. For instance, staff who have less experience of working with babies complete a course about babies' learning and development. Staff describe how this helps them to plan and deliver an ambitious curriculum. n Staff observe and review children's progress regularly. They identify any areas where children's development is less than expected. They work with parents to help close any gaps in children's development. Staff provide effective support for children with special educational needs and/or disabilities. They consult with other professionals and implement highly individualised care and learning plans.

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need to do better?

All children make good progress from their starting points in learning. n Children demonstrate very positive attitudes to their learning. They are confident to try out new experiences and motivated to practise what they have learned. For instance, babies gradually become familiar with stairs as they climb and toddle up and down steps on the large apparatus. They successfully transfer their knowledge and skills as they negotiate the stairs in the setting.

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need to do better?

25 April 2022 n Children's language skills progress well. Staff speak, sing and look at books with children throughout the day. They introduce new words and encourage children to practise speech sounds. Staff support even the youngest children to express their needs and choices, such as by looking, pointing or babbling. This helps children to become confident communicators right from the start. n The daily routines are carefully planned to meet children's individual needs. For instance, children have their meals in small groups to provide a calm environment and ensure that they receive appropriate support. Staff interact warmly with children during care routines, such as nappy changes. They make eye contact and chat to them reassuringly. At sleep times, staff help to settle children with a bedtime story and lullabies. This promotes children's emotional security and well-being very well. n Babies and toddlers develop secure social skills. They thoroughly enjoy

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need to do better?

opportunities to engage with their friends, such as singing together and playing ring games. Children beam with delight as they hold hands and sing in a circle. Staff encourage children to be kind and to share their toys. However, they do not consistently support children's awareness and understanding of their feelings and emotions as effectively as possible. n Parents describe the 'infectious enthusiasm' of the staff, which ensures that their children's days are filled with 'love, enjoyment and learning'. Parents say that staff are experienced, dedicated and go beyond what is expected to support their children. They appreciate the individualised care and attention that their children receive, which helps them to thrive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff understand their responsibility to keep children safe. They know about a broad range of safeguarding issues, including neglect, domestic violence and radicalisation. The manager and staff know how to identify the signs of abuse and the procedures to follow if they become concerned about a child's welfare. They understand how to respond if there is an allegation or concern about an adult working with children. The manager ensures that staff undergo the required suitability checks to help make sure that they are suitable. Staff assess risks, and follow the nursery's procedures to maintain a safe and secure environment.

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should:

n develop staff's understanding further of how to support children's understanding of feelings and emotions.

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Setting details

Unique reference number 2622945 Local authority Ealing Inspection number 10237850 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 12 Number of children on roll 25

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Mini Melrose Ltd registered in 2021. It is located in Acton, in the London Borough of Ealing. The setting is open throughout most of the year from 8am to 6pm, Monday to Friday. The provider employs seven staff to work with the children. Of these, six staff have an early years qualification at level 6, 5 or 3.

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Inspection activities

n This was the first routine inspection the provider has received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken this into account in her evaluation of the provider. n The manager showed the inspector around the areas of the premises used for childcare. She explained how they organise the environment and learning programmes for children. n The inspector observed activities and interactions between children and staff to evaluate the quality of the education and experiences of children. This included a joint observation of an activity with the manager. n Parents expressed their views during discussions with the inspector and by providing written feedback. Staff also shared their views and experiences with the inspector at appropriate times during the inspection. n The inspector met with the manager to discuss leadership and management,

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Inspection activities

such as the recruitment, training and support of staff. She reviewed some of the setting's documents, including staff's suitability checks and paediatric first-aid certificates.

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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

25 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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