Childcare on Domestic Premises, Full day care in Worcestershire

Report for childcare on domestic premises

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Outstanding

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The provision is outstanding

Children feel very secure and safe. They have exceptionally warm and respectful relationships with the childminder and her staff. This allows children to develop their confidence and believe in themselves. Children persist at activities and staff expertly help them to stay on task. Children stay focused for long periods of time and want to succeed. For example, two-year-olds make a 'little pig' mask. They concentrate hard and carefully try to cover a paper plate with pink paint. They find it difficult, so a member of staff skilfully supports them. They paint with the children and give lots of praise and encouragement. Children are thrilled when they achieve their goal. They carefully finish the mask by adding ears and a nose.

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The provision is outstanding

Children make exceptional progress. The childminder and staff have extremely high expectations for all children. They plan excellent activities and routines to support each individual child. Staff use stories to underpin all learning. Children develop a deep love and understanding of stories because of this. For example, children listen to 'The Three Little Pigs' story. When children go outside to play in the wooden playhouse, they show their learning. They discuss how it would keep the wolf away and that they would be safe.

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need to do better?

n Children are very respectful towards each other and staff. They are calm and behave exceptionally well. This is because staff are clear and consistent about boundaries and expectations. Children say 'excuse me' when they want to talk to staff. They regularly use 'please' and 'thank you' when they want things, such as more snack. They respect their environment and look after their toys. All children actively work together to tidy up at the end of each session. n Children learn how to grow fruit and vegetables throughout the year. They develop a good understanding of the importance of healthy eating. For example, at snack time, children tell the staff that the carrots and cucumber are one of their 'five a day'. They share that the fruit and vegetables will help them grow big and strong. Children eat a variety of home-cooked nutritious meals when they are at the childminder's. Children really enjoy exercise and fresh air when

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need to do better?

they play in the garden each day and are inspired by the activities offered. They develop their stamina by going on regular walks to nearby woods and parks. This helps them to develop a love of nature and an understanding of the world around them. n The childminder and staff have excellent partnerships with parents. Parents talk about how settled and happy their children are with the childminder and how much progress they make. They are particularly impressed with their children's social development and how ready they are for school when they leave. Staff share children's progress and next steps with parents. This means parents can

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need to do better?

17 August 2022 continue to support their children's developmental targets at home. n The childminder and staff work extremely well with outside agencies when necessary. Staff knowledgeably observe children to ensure they are achieving to their maximum potential. If staff identify areas of potential delay in a child, they seek immediate support from relevant agencies and liaise closely with parents. Staff set effective targets to ensure rapid progress is made. n The childminder and staff are highly qualified and experienced. They are passionate about giving children the skills and opportunities to reach their full potential. The childminder attends regular training and carries out research online. She encourages all the staff to do the same. They discuss new ideas and develop action plans during staff meetings. They work extremely well together and constantly seek out ways to improve outcomes for all children.

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need to do better?

n Staff support children's language skills skilfully and effectively. They use open- ended questions to encourage children's thinking. They model new words and extend sentences so children acquire new words rapidly. For example, a two- year-old is matching shapes into a puzzle board. A member of staff models the words 'hexagon' and 'trapezium'. The child repeats the words, correctly labelling each shape as they accurately place them in the puzzle. Children learn words in different languages. For example, they chorus 'bonjour' to each other at registration time.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The childminder ensures all staff understand their duty to keep children safe and free from harm. She ensures they attend regular training to keep their knowledge of safeguarding up to date. Staff competently know the categories of abuse and how to recognise potential signs. They know how to professionally record these concerns and how to report them if necessary. The childminder has very effective systems in place to ensure all staff are safe and suitable to work with the children. The childminder and her staff regularly assess risk in the setting and ensure it is safe and suitable for the children.

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Setting details

Unique reference number EY458650 Local authority Worcestershire Inspection number 10116330 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 16

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Information about this early years setting

The childminder's setting, Home-Grown in Malvern, registered in 2013 and is situated in Malvern, Worcestershire. She has several staff who work with her to provide care and education for the children. She operates from 7.30am to 6pm, Monday to Friday, all year round. She receives government early years funding for two-, three- and four-year-old children. She has a qualified teacher status. Two of the staff have a relevant early years and childcare Bachelor of Arts degree, one has a relevant level 3 qualification in early years and one has a relevant level 2 qualification in early 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 childminder and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children told the inspector about what they like to do when at the nursery. n The inspector spoke to staff at appropriate times during the inspection and took account of their views. n The childminder spoke to the inspector about how they support children with special educational needs and/or disabilities. 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 inspector carried out a joint observation of a group activity with the

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Inspection activities

childminder. n The inspector spoke to several parents during the inspection and took account of their views. n The childminder showed the inspector documentation to demonstrate the suitability of staff.

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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

17 August 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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