Childcare on Domestic Premises, Sessional 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 confident to attend the pre-school. They are immersed in their play, while independently exploring the different activities and resources on offer, such as the big construction area and the mud kitchen. Children enjoy working together. For example, children discuss building an obstacle course together. They show good perseverance skills as they connect pipes and foam mats together. Children learn through trial and error and discuss when they need to make changes.

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The provision is good

Children form good relationships with the staff, who are nurturing and caring. Staff support those children who are a little unsure and offer cuddles for reassurance. This helps to promote children's emotional security.

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The provision is good

Children have positive attitudes to their learning. They readily join planned activities or happily lead their own play. Children are well supported by the staff, who follow their lead and join in with their games. For instance, staff hold a bridge made of pipes to allow children to go under.

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The provision is good

Children enjoy the forest school activities the pre-school offers. They learn about the natural world around them in a way that excites and engages them. For instance, while looking at the cows in the adjacent field, children discuss what the cows eat and feed them grass, under the watchful eye of the staff.

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need to do better?

n Children benefit from a well-designed outdoor and forest school activities. They use their imagination to build a fairy garden, bugs hotel, obstacle course and 'fire pit' from logs, sticks and other natural resources they find. Children are supported well in managing their own risks. They know which plants they should stay away from. For instance, children know and recognise that they need to avoid the nettles, as they can hurt them. n The well-thought-out curriculum is designed with children at the centre. Staff use children's interests as a starting point when planning experiences to help them to develop. Children enjoy a range of activities that encourage their curiosity and desire to explore. For example, children experiment making different sounds on a steel drum using various sticks and materials in the forest school area. n Children behave well. They listen attentively to staff and their peers and follow

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need to do better?

simple instructions. Children share and take turns. They are mindful of their friends when they play, such as when using the tree swing and when climbing up the rope ladder. n Children with special educational needs and/or disabilities receive good support.

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need to do better?

14 June 2022 The special educational needs coordinator works well with the key person, parents and other professionals. Children receive the extra support they need. This means that they develop well and make good progress in their learning from their starting point. n Partnership with parents is very good. Parents describe the staff as 'amazing'. They comment that the manager and staff regularly update them about their child's learning and development, through face-to-face feedback, emails, open days and using a digital system. The manager and staff work closely with the parents to find out about their children's interests, personalities and preferences. They work collaboratively with them to support their children's development and learning, both at the setting and at home. n Staff comment that they feel extremely well supported. The manager places emphasis on recognising staff's well-being. She does this through regular

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need to do better?

informal one-to-one meetings. The manager is aware of her own and staff's strengths. However, monitoring practice is not always consistent and effective in identifying where staff need further support and guidance, to fully extend children's learning experiences. n Children develop their language and communication skills well. They are very keen to share their thoughts and ideas during group activities. Staff, generally, engage children in dialogues and introduce new words into conversations. For example, during an activity staff introduce the word 'stable' when discussing with the children ways to ensure that the tower will not fall down. However, at times, staff do not consistently use conversations to extend children's learning further.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager and staff have a good understanding of the possible signs and symptoms of abuse. They have a good knowledge of a range of safeguarding issues, such as female genital mutilation and the risk to children from extreme views. The manager knows her responsibilities in reporting concerns about the welfare of children. She is aware of the steps she would need to take if any allegations were made against herself or her staff. The manager and staff ensure that the premises are secure at all times and any potential hazards are identified and minimised.

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should:

n support staff to recognise opportunities to further extend children's learning n implement more effective supervisions to evaluate and target staff training needs.

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Setting details

Unique reference number 2555527 Local authority Kent Inspection number 10233459 Type of provision Childcare on domestic premises

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Registers

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

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inspection

Total number of places 38 Number of children on roll 71

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Emily Davies Wooden Tots re-registered in 2019 to care for children on domestic premises. She lives in Lenham near Maidstone in Kent. She provides care for children Monday to Friday, from 8.30am to 4pm, during term time. She employs nine members of staff, of these one is a qualified teacher and five have a level 3 qualification. The childminder has an appropriate qualification at level 6.

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Inspection activities

n This was the first routine inspection the childminder received since the COVID- 19 pandemic began. The inspector discussed the impact of the pandemic with the manager and has taken that into account in their evaluation of the setting n The manager and the inspector completed a learning walk together of all areas of the pre-school and discussed the early years curriculum. n Staff and children spoke to the inspector during the inspection. 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 manager and the inspector carried out a joint observation together. n The inspector looked at relevant documentation and evidence of the suitability of staff working in the pre-school. n The inspector spoke to several parents and took into account the feedback offered.

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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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