Childcare on Domestic Premises, Full day care in Bristol

Report for childcare on domestic premises

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Children are happy and enjoy their time at the setting. They have positive relationships with the staff. Key persons know children well and meet their care needs effectively. Staff recognise when children need reassurance or help and take the time to build their confidence. Parents comment positively and say that children build strong bonds with the staff, who encourage children's individual personalities.

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The provision requires improvement

Staff promote children's independence through daily routines. For example, children are encouraged to find their hat before they go out in the sun. They pour their own drinks at snack time and wash their hands and face themselves after they have eaten. At times, staff encourage children's sense of responsibility well. They teach children to use good manners at mealtimes. Children help tidy up some of the activities indoors. However, children are not consistently taught to respect the environment and resources. They throw items on the ground outside, leaving them where they land, and move on to other things. The area is then not tidied or re-set up, so it is disorganised and lacks inspiration for children. Consequently, children are not highly engaged in their play outdoors. Additionally, as children are not excited by their play they sometimes become disinterested and do not show respect towards staff or each other. The quality of support and teaching that they

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The provision requires improvement

receive is variable so they are not consistently able to learn and develop their skills to a good level.

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need to do better?

n Children make steady progress from their starting points. The deputy managers lead the assessment processes and the planning of the curriculum. They have worked with the staff team to pull back from the in-depth recording of children's learning that they previously led to a more streamlined approach. Key persons undertake assessments, set individual age-appropriate next steps for each child and plan how they will support children to achieve these. n The quality of teaching is variable. Children are happy to explore the environment independently. Some staff enthusiastically engage with the children in their play, interacting with them well and developing their skills effectively. However, other staff are not confident in their interactions and consistently miss opportunities to extend children's exploration and move their learning on. The provider supervises staff, observing their practice, and has outlined some

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need to do better?

weakness in this area. However, the provider has not been effective in supporting improvements in the quality of teaching. n Staff work with parents to help provide a consistent approach to the care and support children receive. Daily chats and the regular sharing of children's achievements and interests help ensure plans for children's learning are appropriate for their individual needs. Parents comment that there is good

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need to do better?

13 July 2022 communication from staff about their children's time at the setting. They also say that the children love the setting's delicious home-cooked food. n Children enjoy being active. They develop their coordination as they ride on little trikes or follow actions in a song. They enjoy pouring and transporting water outside and concentrate well to carefully reattach the tops to bottles. However, due to the lack of stimulation and organisation in the outside area, children look around for things to interest them. Some children are not always able to channel their exuberant energy. They excitedly throw water and toss small items around. They struggle to focus and they interrupt the play of others near them, who move away. The less confident staff struggle to manage children's behaviour. They do not foster respect for others and ensure children's engagement and learning develop effectively. n Staff support children's communication and language. They read familiar stories.

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need to do better?

Children listen well, discuss their favourite bits and join in with key phrases. Children enjoy regular singing sessions and relish the chance to choose the next song. They join in with words or actions, play musical instruments and start to show a good knowledge of rhythm as they use their shakers in time to the song. n The provider works with the staff team to gain new ideas and ways to develop their practice. Staff receive updates on guidance and develop their knowledge through research and some training. However, the provider does not ensure that staff use self-evaluation effectively enough to make sure that they can recognise all weaknesses in their practice and provision, and work to improve these.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Despite the weaknesses relating to some of the staff's support for children's behaviour, staff know how to keep children safe. All of the main staff undertake training in safeguarding, first aid and food hygiene to ensure their knowledge and procedures are suitable and safe for the children. Managers lead the practices of new staff, ensuring they are not left alone with the children. Staff understand the signs that a child may be at risk of harm and know how to obtain help and advice. Managers ensure areas are suitably maintained and children have space to explore.

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Due date

ensure all staff manage children's behaviour in a consistently appropriate and effective way. 11/08/2022

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should:

n ensure all areas of the provision offer children inspiring activities and well- organised resources to help motivate children to explore and develop their skills n raise the quality of interactions and teaching to ensure staff are consistently guiding children's development to a good level n work more effectively with the staff team to lead consistent practice and evaluate all areas of the provision effectively.

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Setting details

Unique reference number 2526432 Local authority Bristol City of Inspection number 10204354 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 10 Number of children on roll 16

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

The provider, whose setting is known as Rosie's House, registered in 2019 and is located in Knowle, Bristol. The setting operates from Tuesday to Thursday, 8.30am to 5.30pm, during school term times only. There are eight members of staff working with the children. The provider, who works as the manager, holds early years professional status, two staff hold an appropriate qualification at level 3 and one member of staff holds a qualification at level 2. The setting provides funded early education for children aged two and four years.

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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 inspector viewed the areas used and discussed with the provider and one of the deputy managers how they implement the educational programmes for the children. n The provider and the inspector evaluated the effectiveness of an activity together. n The inspector observed the children and staff and spoke with them at appropriate times during the inspection. n Parents shared their views on the setting with the inspector. n Relevant documentation was reviewed by the inspector, including suitability checks and paediatric first-aid qualifications, and the provider discussed their procedures for safeguarding the children.

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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

13 July 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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