Childcare on Domestic Premises, Full day care in Birmingham

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 Inadequate

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The provision is good

Children are settled in well in this friendly and stimulating play environment. They form close and nurturing relationships with the manager and staff. Children go to staff for support and comfort when needed. Staff readily provide cuddles and kind words to children. This helps children to feel safe and secure in their care. Children independently choose from a broad range of resources that they can easily access from the well-arranged storage. Babies enjoy posting shapes into boxes and clap with excitement as their shapes disappear inside. Older children access a range of mark-making tools and enjoy creating their pictures. They talk to staff about the marks they have made.

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The provision is good

Children have abundant opportunities to develop their physical skills, both indoors and outdoors. Babies enjoy a safe space to play, explore and build their strength in their muscles. Older children dig in sand and use different utensils to scoop and pour sand into different sized containers.

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The provision is good

Children behave well. They learn how to take turns with their friends. Older children routinely use manners and are kind to younger children. For example, they give them some of their toys. Children show positive attitudes to learning and are keen to be involved in activities that excite them. They develop the skills and understanding they need to prepare them for their future learning.

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need to do better?

n Significant improvements have been made in the setting since the last inspection. The manager and staff have worked hard to develop a comprehensive curriculum with a clear intent for children's learning. The key- person system arrangements are working effectively. Staff gain detailed information from parents about what children know and can do. This helps staff to plan appropriately for children's individual learning needs. n Staff work together to review and adapt the play environment, specifically to support the learning needs of children. Younger babies have a safe space to practise their physical skills as they strengthen their muscles in preparation for crawling and standing. They pull themselves up to stand, using well-placed furniture and resources. n Children have fun as they develop their physical skills outdoors. For example, younger children independently climb steps to the slide. Staff support them to sit

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need to do better?

at the top, ready to slide down. Children cheer with staff as they reach the bottom. Older children practise their balancing and coordination when they use scooters and other wheeled toys. They are careful to stop while other children pass. n Children show high levels of self-esteem. They thoroughly enjoy singing and

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need to do better?

14 June 2022 movement time with staff, who are full of enthusiasm. Children smile throughout and are eager to follow all the actions, and the sequence of movements in time to the rhythm. Children play their chosen instruments as they sing to each other. They smile proudly when they hear their own names. n Communication and language is promoted well by staff. Children enjoy a range of stories. Staff use clear speech and ensure eye contact when talking with children. Children point at photos of themselves during play and on outings. They are keen to talk to staff about what they remember. They recall feeding a calf during a recent trip to the farm. Younger children say, 'duck quack' as they recognise and point to animals on a poster. n Children are familiar with the routines of the setting. They, generally, engage in fun activities that interest them for lengths of time. However, at some routine times of the day, particularly around mealtimes, staff keep children waiting for

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need to do better?

longer periods of time while they complete other tasks. At these times, children are not effectively supported to engage in purposeful play and learning experiences. n Mealtimes are a sociable occasion. Children sit together with staff to eat healthy meals. Children develop independence in some areas. For example, all children use cutlery that is appropriate to help feed themselves. Older children skilfully manage knives and forks. There is scope to extend opportunities for children to practise their self-help skills and increase independence at mealtimes, and in dressing themselves. n The support provided to staff is improved. Staff receive regular training opportunities and reflect on their learning together to enhance the provision for children. For example, they have further developed the role play to provide more opportunities to extend children's learning in communication, language and literacy.

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need to do better?

n Parents speak highly of the manager and staff. They say their children are happy attending and enjoy a range of activities. Parents value the detailed feedback they receive about their children's care and learning.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff understand their responsibilities to safeguard children. They demonstrate their ability to identify signs and symptoms which may indicate that a child is at risk of harm. They know the local procedures they must follow if concerns arise about a child's welfare. This includes the procedures that must be followed to report an allegation about a colleague. Recruitment procedures are robust. This includes the background checks that are carried out to ensure that all staff are suitable to work with children. Documentation is organised, and well maintained to contribute towards keeping children safe. The manager and staff regularly check the premises to ensure that they are safe for children to attend.

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should:

n review the organisation of daily routines, so that some tasks do not impact on children's engagement in purposeful play and learning experiences n provide further opportunities for children to increase their independence and self-help skills, particularly at mealtimes.

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Setting details

Unique reference number 2530805 Local authority Birmingham Inspection number 10221417 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 18 Number of children on roll 13

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reference number

Date of previous inspection 10 January 2022

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Information about this early years setting

Grapevine Childcare registered in 2019. The setting employs three members of childcare staff, of whom, two hold appropriate early years qualifications at level 3. The manager holds early years professional status. The setting opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm.

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Inspection activities

n This was the first routine inspection the setting 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 their evaluation of the setting. n The manager and inspector completed a learning walk together to discuss the organisation and intent of the curriculum and how the environment is arranged. n The inspector observed the quality of teaching throughout the inspection and considered the impact this has on children's learning. A joint evaluation of the quality of teaching during an activity took place between the manager and the inspector. n The inspector took account of the views of parents from the written information provided. n The inspector spoke to children and staff at appropriate times during the inspection. n The inspector held a meeting with the manager and discussed how the setting is organised. The inspector reviewed relevant documentation, including evidence of

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Inspection activities

the suitability of staff working at the setting.

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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

14 June 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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