Childcare on Domestic Premises, Full day care in Bradford

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 look forward to attending and playing with friends at this safe and welcoming setting. The manager and staff have high expectations for children. They ensure that children receive a range of opportunities and experiences that will broaden their skills and knowledge.

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The provision is good

Children show enthusiasm and positive attitudes towards their play and learning. They thoroughly enjoy the activities that staff provide for them. For example, children are keen to try new tastes and textures, as staff introduce them to a variety of foods. They delight in tasting lemons, saying 'it tastes sour'. Children ask to try onions and talk about how they taste 'hot'. They relate this experience to that of a character who eats chilli peppers in a story that they have recently heard. These experiences build on children's prior knowledge and further support their understanding of new ideas.

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The provision is good

Children benefit from daily sessions in the outdoor play area. They learn to avoid obstacles and develop their coordination as they ride on wheeled toys. Children are physically active, as they play with hula hoops and climb up the slide. They build their small-muscle skills as they use spray bottles to water the plants in the digging area.

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need to do better?

n Staff observe children to find out what they already know and can do. They identify children's next steps in learning and plan appropriate activities to meet their needs and interests. Children learn about a book or a theme of the week to support them in learning new vocabulary. For example, children listen to the story of 'The Very Hungry Caterpillar' and learn the names of different foods. n Staff aim to promote children's confidence as they develop their speaking and listening skills. They play alongside children and ask them questions. However, on occasion, staff ask questions that only allow children to give short or one- word answers. This does not fully support children to develop their thinking skills. n Children's behaviour is good. Staff sing songs to let children know what is happening next. For example, they sing a tidy-up song when it is time to stop and move on to the next part of the day. This helps children to understand daily

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need to do better?

routines. They learn what is expected of them in a positive way. n The manager is passionate about promoting a healthy lifestyle. Children learn about new and unfamiliar foods as they play with real food boxes and tins in the play kitchen. Staff teach children about which foods are good for them and which are unhealthy. As a result, children develop their understanding of a healthy and balanced diet.

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need to do better?

13 September 2022 n Children are well prepared for the next stage in their education. Staff aim to ensure that children can manage their own care needs, such as washing their hands or wiping their nose. When children are ready to move on, the manager sends detailed information about children's learning and progress to their new setting. This helps to ensure continuity of care and learning when children start their new school. n Staff support parents to continue their children's learning at home. Parents receive activity packs and story books to read with their children. This helps to develop children's love of reading. The manager and staff keep parents informed about their children's development. There is a key-person system in place. However, due to recent changes in staffing, not all parents know who their child's key person is. This does not provide a consistent approach in meeting children's individual needs.

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need to do better?

n The manager holds supervision sessions with staff to discuss any development or training needs. She has ambitious plans to enhance staff teaching practice, particularly for those who are new to the setting. However, the programme of training and development for staff is not yet firmly in place. Therefore, the quality and consistency of education is not yet at the highest possible level.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

The manager carries out risk assessments of the setting. Staff supervise children fully at all times. This helps to keep children safe in the setting. All staff receive safeguarding training as part of their induction. A board displaying key information helps to support staff in keeping their safeguarding knowledge up to date. As a result, staff have a sound knowledge of signs and symptoms of abuse and neglect. There are clear procedures in place for how staff and the manager would respond to safeguarding concerns. Staff understand how they would be able to make a safeguarding referral themselves, if necessary.

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should:

n consider how to help staff improve questioning techniques to further support children's communication and thinking skills n strengthen communication with parents to ensure that all parents know who their child's key person is, to provide a consistent approach in meeting the individual needs of children n continue to strengthen the programme of staff training and development to further raise the quality of teaching practice to the highest possible levels.

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Setting details

Unique reference number 2509305 Local authority Bradford Inspection number 10221433 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 30 Number of children on roll 20

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Sunnyside Day Care registered in 2019 and is located in Bradford, West Yorkshire. The day care operates all year round, from 7.45am to 4.30pm, except for family holidays and bank holidays. The day care employs six members of childcare staff. Of these, three hold an appropriate early years qualification at level 3 and above. The day care provides funded early education for two-, three- and four-year-old children.

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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 provision and discussed the safety and suitability of the premises. n The manager and the inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children communicated with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 observed the interactions between staff and children. n The inspector carried out a joint observation of a group activity with the

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Inspection activities

manager. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in 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

13 September 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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