Childcare on Domestic Premises, Full day care in Derby

Report for childcare on domestic premises

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Good Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Inadequate

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The provision requires improvement

Children enjoy their time at the setting. Staff know the children well and generally support their learning. However, at times, not all staff are clear on the learning intentions for some of the activities provided. For example, staff say that they want children to learn mathematics from the building blocks. They do not always narrow down on the specific skills they want children to learn. When teaching is implemented well, children are engaged and focus for extended periods. For instance, they relish the time they spend in the well-resourced outdoor space. Children participate in a bug hunt activity. They use visual aids with images of various insects to find. Staff talk about different habitats where insects live. Children are curious as they turn over leaves looking for insect eggs, lift mats to find woodlice and peak inside the compost container to search for worms and ants. They cheer with satisfaction as they discover a hidden bug. Staff extend the

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The provision requires improvement

learning experience as the children use their bodies to move like the insects they have found. Children stretch out their arms and buzz around the garden like a bee. They march like ants, stomping their feet on the ground. Although children show enjoyment when taking part in activities, staff sometimes lose sight of what they want children to learn. This means that, at times, children do not consistently receive meaningful play experiences.

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The provision requires improvement

Children are confident, polite and use their manners. They build on strong, supportive friendships with their peers and cooperate. For instance, when a child asks their friend to pour them a drink, the friend responds 'of course'.

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need to do better?

n The setting has made progress since the last inspection. The manager and staff team have taken appropriate steps to make improvements. These changes have had a positive impact on children's learning and development. n Children can attend weekly swimming lessons at a local teaching pool. They smile as they get into the pool, taking care on the steps. Children merge into the water and join in activities to develop their confidence and learn to swim. As children build on their abilities, they delve under the water to grab weights. Children show a sense of pride and achievement when completing the task and give the instructor a 'high five'. n Staff support children to manage their personal needs. For example, children independently use the toilet and wash their hands. However, staff do not always offer children food that promotes a healthy diet. In addition, staff do not consistently use mealtimes to promote discussions about the importance of

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need to do better?

health eating and the benefits of nutritious food. n Children behave well and demonstrate a sense of security. Staff teach children about feelings and emotions. For example, children listen to a story about a

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need to do better?

10 May 2022 worried dinosaur. Staff ask children how they feel in different situations. Children reply 'sad', 'happy' and 'scared'. Children can take manageable risks in the outdoor environment. For instance, they confidently climb up ropes and swinging apparatus that hang from a tree. They lower themselves down to the ground with ease. n Staff support children's communication and language development well. Children enjoy taking part in story and singing sessions. They demonstrate that these sessions are part of their routine. Children finish staff's sentences during a story and sing aloud to a familiar nursery rhyme. Through activities, staff question children to find out what they have learned and what they remember. Staff allow time for children to think and respond. n Parents say that they are happy with the care that their children receive. They say that children get to join in experiences they do not have at home, such as

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need to do better?

forest school and swimming. While parents feel that they know what their children are doing at the setting, staff do not always offer them clear information about their children's next stage of learning. Staff do not consistently share ideas with parents to help them support their children's learning at home. n Staff are aware that some children also attend other settings. However, partnership working with these settings is not fully embedded. Information is not routinely shared to gain an understanding of where children are at in their learning. Consequently, staff do not have an accurate understanding of children's progress in other settings. n The manager has systems for staff's supervision. Staff comment that they feel valued and supported in their work and have manageable workloads. They have access to a variety of training activities to support their professional development. However, staff's knowledge of the curriculum intent is not always

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need to do better?

clear. They sometimes struggle to express what skills they want children to gain from the activities provided.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff undertake regular safeguarding training. They understand the signs and symptoms of abuse and what action to take to keep children safe from harm. Additionally, staff know what to do if they have a concern about a colleague's conduct. All staff have completed paediatric first-aid training, so they are equipped with the knowledge and skills to deal with any accidents effectively. Safeguarding processes include the safe use of mobile phones and cameras in the setting, and this is reflected in practice. Staff are vigilant in following procedures when children are absent, and they monitor children's attendance closely.

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should:

10 May 2022 n review the menus for meals and snacks to ensure children are consistently provided with a healthy, balanced and nutritious diet, and use mealtimes to prompt discussions with children about the benefits nutritious food gives them n build on staff's knowledge of the curriculum intent so they are clear about what it is that children need to learn, to help children reach their full potential n improve strategies for sharing information with parents so they are clear about the next steps for their children's learning and development and to share ideas to help support their learning at home n engage effectively with other settings that children also attend, sharing information with them to further support the children's learning and progression.

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Setting details

Unique reference number EY561853 Local authority Derby Inspection number 10217942 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 61

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reference number

Date of previous inspection 29 November 2021

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Information about this early years setting

Helen Samuels Childcare registered in 2018 and is in Derby. The setting employs six members of childcare staff. Of these, three hold appropriate early years qualifications at level 3. The setting opens from 6.30am until 5.30pm, Monday to Friday, all year round, except for two weeks at Christmas and family holidays. The setting provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The deputy manager and the inspector had a learning walk together and discussed how the curriculum supports children's learning. n The inspector carried out a joint observation of an activity with the manager. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector held discussions with the manager. She reviewed a sample of documentation and evidence of the suitability of staff working at the setting. n The inspector spoke with parents during the inspection and took account of their views. n The inspector spoke with staff and children during the inspection. n The inspector accompanied staff and children to a swimming lesson in the local area.

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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

10 May 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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