Childcare on Domestic Premises, Full day care in Norfolk

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 clearly feel safe and secure in the setting. They build positive relationships with staff and settle quickly on arrival. Children recall the routines of the setting from a young age. They place drawings carefully in their labelled baskets to take home and readily put on their indoor slippers when they arrive or return from playing outside. Staff are positive role models and have high expectations for children. They patiently guide children's behaviour and encourage them to take turns, be kind and play together cooperatively. Children develop key social skills, and older children spontaneously take turns during play. They are kind and helpful, offering to fetch water bottles when an adult tells them they have a tickle in their throat.

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The provision is good

Children explore freely, transporting resources from one area to another and creating games for their friends to join in with. They are keen to tell the inspector about their favourite toys and achievements at the setting. Children talk about their experiences in an animated way. They describe experimenting with materials, noting that blue and yellow water makes 'green potions' and how kinetic sand mixed with water 'feels all funky!' Children are confident and invite others to join their play. They work together to make huge models from magnetic blocks.

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need to do better?

n The manager is passionate about providing a high-quality service for children and families. She updates her knowledge and seeks out new ideas regularly. She promotes staff access to training and has significantly reduced the amount of documentation staff complete to help reduce their workload. The manager consults a range of sources to help her evaluate the provision and staff practice. However, this does not always include careful assessment of the impact of activities and whether their delivery supports the curriculum intent. n Staff know children well and use this information to identify the best ways to promote their progress in learning. For instance, they plan activities across all areas of learning and share plans and ideas for home learning with parents regularly. Staff have also established communication with other early years settings that children also attend, which helps them to work closely and support

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need to do better?

continuity in children's learning and development. n Parents praise the 'lovely staff' and how much their children enjoy attending. They comment on the progress their children make and how they feel their feedback is implemented. Parents talk about how staff support their children's unique needs and work closely with other professionals in children's lives to do this effectively. n Children spend lots of time outdoors in the well-resourced garden. They develop their physical skills as they use ride-on toys and explore the varied messy-play

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need to do better?

18 November 2022 resources. Staff also provide plenty of opportunities for children to practise their early writing skills and strengthen the small muscles in their hands. n Staff encourage children to apply their knowledge. For instance, they prompt children to find matching colours in the environment as they sing a song about different-coloured tractors. Children delight in singing songs and request their favourites eagerly. They choose musical instruments to play along and remember the actions for particular songs. n Staff skilfully guide and support children as they busily engage in free play. Older children often display deep concentration as they focus on their chosen activities. However, during adult-led group activities, some children struggle to concentrate and engage or become distracted by others who are disruptive. n Staff teach children how to use tools for a purpose. For example, children use a

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need to do better?

ruler to measure the length of the small brick wall they have built. They practise using taps outside to pour coloured water into containers, mixing with flower petals to create 'potions' and 'perfume'. They laugh delightedly as they use pipettes to collect and squirt water. n The manager has regular supervision meetings with staff, which include well- being and training discussions. Staff speak positively about the manager and how supportive she is, particularly when they study for new qualifications.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff know the signs that may indicate a child is at risk of harm. Staff understand how to identify and report concerns, including those about adults who work with children. The manager ensures that staff keep their knowledge up to date with regular training as well as refresher units on their online training portal. When appointing new staff, the manager follows thorough recruitment processes to assure herself that staff are suitable as well as notifying Ofsted appropriately. She also has robust arrangements in place to check staff's ongoing suitability.

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should:

n refine arrangements for self-evaluation to focus more sharply on the extent that the curriculum intent has been achieved, to identify ways to further improve teaching and the delivery of activities n extend the support children receive during adult-led group activities to promote their engagement and develop their listening and attention skills.

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Setting details

Unique reference number 2596966 Local authority Norfolk Inspection number 10251420 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 20 Number of children on roll 32

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Little Learners Nursery registered in 2020. The setting employs five members of childcare staff. Of these, three hold appropriate early years qualifications at level 3. The setting opens from Monday to Friday, for 48 weeks of the year. Sessions are from 8am until 6pm. The setting 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 setting 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 her evaluation of the setting. n The inspector observed the quality of interactions during activities, indoors and outdoors, and assessed the impact this has on children's learning. n The inspector held a number of discussions with the manager. She looked at relevant documentation and reviewed evidence of the suitability of all persons living and working on the premises. n The manager completed a joint observation and evaluation of an activity with the inspector. n The inspector spoke to children, parents and staff at appropriate times during the inspection. She also took account of the views of parents through written feedback provided. n The manager took the inspector on a learning walk across all areas of the

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Inspection activities

premises to explain how the early years provision and curriculum are organised.

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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

18 November 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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