Childcare on Domestic Premises, Full day care in North Yorkshire

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 Not applicable

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The provision is outstanding

Staff have high expectations for children's learning and development. Children make excellent progress, including those children with special educational needs and/or disabilities (SEND). They use cards with pictures, words and symbols on to communicate their needs to staff. This helps to give all children a voice. Staff remove communication barriers for all children so that they can access all areas of learning. Children have opportunities for exciting physical play to develop their large muscles. They ride balance bicycle in a large, outdoor space. Children increasingly show high levels of confidence in social situations when learning to ride bicycles. Staff celebrate children's achievements when they successfully master the skill of balancing.

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The provision is outstanding

Children follow instructions from staff to ride around a challenging course. They negotiate space and obstacles and learn about risk. Children learn about fast and slow, stop and start. Staff sequence the curriculum and provide clear challenge for children. For example, children progress from balance bicycles to bicycles with pedals. Children have lessons from a bicycle instructor each week. They learn about the components of a bicycle, how to look after it and how to ride it safely. Children of all ages have plenty of opportunities to develop their fine motor skills, hand-to-eye coordination and curiosity. Young children explore textured books, shape sorters and musical jigsaws. Staff engage with children extremely well to capture their attention and engage them in play. Young children excitedly remove and replace further jigsaw pieces, developing their problem-solving skills. Children are very happy and play in a safe and welcoming environment.

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need to do better?

n Children of all ages gain a deep understanding of mathematics. For instance, they use a tape measure to measure their friends and mark their heights and names on a large beanstalk on the wall. Children learn about numbers, heights and develop their early writing skills. n Staff provide lots of opportunities for children to develop an understanding of the world. Children grow potatoes, pumpkins and flowers. They use different fertiliser on different patches of land to observe the difference in the vegetables growing. Children develop an understanding of growth and time. They build a butterfly garden and a bee's house. Children learn about wild animals and insects and how to look after them. n Children's behaviour is excellent. They are highly motivated and eager to join in. Children share resources and cooperate with each. For example, when role playing, children make each other food and drinks. All children show high levels

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need to do better?

of self-control and an understanding of rules. n Children independently eat their lunch. Young children explore food and use

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need to do better?

21 April 2023 their fingers. Older children use spoons and cutlery. Young children develop their chewing skills. Children learn about healthy eating, such as when they help to prepare meals and snacks. n Staff teach children from an early age how to keep safe. When children visit the beach, they learn about keeping themselves safe near water and cliffs. Children go to forest school. They make fires and cook pancakes safely. n All staff have an excellent understanding of children's development. They complete assessments in a timely manner. Staff gather information on what children know and can do. They use this information to ensure the early identification of children with SEND and plan their next steps in learning. The curriculum is embedded securely and consistently across the setting. n There is an effective key-person system in place. All staff have an excellent understanding of the needs of all children. They use strategies to calm and

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need to do better?

engage children when they struggle with their emotions. Children engage in sensory experiences with lycra bands to help to soothe them. Staff use strategies, such as touch therapy, to help to calm children. Children learn to understand their feelings and emotions and self-regulate. n Staff read to children regularly. They encourage children to recall and tell parts of the story. Staff link the story to places that they have visited with children, to embed their learning and develop their memories. Children learn new words, such as 'rough' and 'gritty'. They build their language skills through reading. n Staff are highly successful at giving children experiences that promote an understanding of, and respect for, people, families and communities. Children take part in litter picking. They learn what happens to rubbish and what it does to the environment and animals. Children learn how to take care of the natural

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need to do better?

world and the importance of keeping it clean. n The manager carries our regular supervision sessions and appraisals with staff. This ensures that staff have opportunities for professional development and to enhance their knowledge. Staff consistently report high levels of support for their emotional well-being. n Parents report that communication sharing is excellent. Staff share with parents through an online app and weekly newsletter. Staff share information with parents on what their child is learning and how they can continue their child's learning in the home. They provide advice on how parents can keep their child safe at home and in the community.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Safeguarding is a key strength of the setting. The manager and staff keep children safe and promote their welfare. There are clear processes in place to keep all children safe, inside and outside the setting. Staff know how to recognise the signs and symptoms of abuse and neglect. They know how to recognise safeguarding issues, such as grooming, county lines and extreme behaviours and views. The childminder has regular discussions with parents over internet safety.

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Setting details

Unique reference number 2624191 Local authority North Yorkshire Inspection number 10280897 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 34 Number of children on roll 49

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Rachael's Childcare registered in 2021 and is situated in Staithes, in Saltburn-by- the-Sea. It operates all year round, from 7am to 6pm, Monday to Friday, except for bank holidays. There are four members of staff employed to work directly with children. All staff hold appropriate qualifications; three staff are qualified at level 3 and one is qualified at level 2. The setting receives funding to provide 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 staff and has taken that into account in their evaluation of the setting. n The manager completed a learning walk with the inspector and discussed the early years curriculum. n Parents shared their views of the setting with the inspector. n The manager provided the inspector with a sample of key documentation on request. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n Children communicated with the inspector during the inspection.

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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

21 April 2023 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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