Childcare on Domestic Premises, Full day care in Kent

Report for childcare on domestic premises

p.1

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

p.1

The provision is good

Children come into the setting happily. They follow established routines, such as self-registering and hanging up their bags on named pegs. Relationships are warm and trusting. Children greet their friends with pleasure and confidently engage in the many and varied activities available. Children learn to share and take turns. For example, they take turns to choose an item from a bag that is associated with a particular song or rhyme. Children enthusiastically participate in action songs and rhymes, and this helps to support their language development. Children behave well. Staff gently intervene to help children resolve minor conflicts when necessary. Children know how to keep safe. They understand that on a hot, sunny day, they must drink plenty of water, put on sun cream and wear hats to protect themselves from the sun.

p.2

The provision is good

Children thoroughly enjoy stories and singing time, and staff help to support and develop this love of books. Members of staff read stories, using different voices to represent the characters. Children listen attentively and make comments about the actions of the characters. At other times during the day, children sit in a shady area to share a book with a friend or a member of staff.

p.2

need to do better?

n Parents are very happy with the setting and the service provided. They say that communication is frequent and regular. Parents know their child's next steps in learning and how they can help them at home. When children start in the setting, they settle into the routine at their own pace. n Staff know the children well. They plan activities to help to support their learning and monitor the progress children make. Staff identify where there are gaps in learning and address these. This helps children to make good progress. n Staff talk to children as they play and learn. They speak clearly to help to support accurate pronunciation. Staff ensure that children, particularly the youngest, can see the movements made by the mouth as they speak. This provides a model for the youngest children and helps to support the development of their speech. Occasionally, staff do not fully consider how to use questioning effectively to help children develop thinking skills or allow time for

p.2

need to do better?

them to respond. n Staff support children's physical development well. They sequence the opportunities available to help children develop their skills. For example, younger children learn to pull themselves up to standing and learn to walk using equipment, such as walkers to help them. Older children learn to negotiate spaces, such as when they use bicycles, scooters and ride-on toys. Children further develop their large-muscle skills through visits to a forest, where they run, climb and balance in the fresh air.

p.2

need to do better?

14 June 2023 n Staff ensure that the food they provide children is healthy and nutritious. However, they are not fully effective at organising mealtime routines. For example, they do not recognise how to actively involve children in these routines, and children spend long periods waiting. This impacts their attitudes. n Staff provide appropriate activities to help children develop early writing skills in readiness for school. For instance, younger children develop their small hand muscles as they use tweezers to pick up small items and place them in a container. Older children competently choose to use different writing implements to colour, draw and make marks. n Children develop their mathematical skills effectively. Younger children enjoy fitting the shapes into the correct holes. Older children count the number of sides accurately, and they name common shapes, such as triangles. n Staff provide other interesting and engaging activities. For example, all children

p.2

need to do better?

enjoy weekly music sessions. They learn to use alternate hands to tap the drum and to make different sounds with other instruments, such as sticks and shakers. n Leaders are reflective about the setting and their practice. Staff benefit from regular meetings with the owner and/or manager to discuss their practice and training needs. Leaders have plans to further improve the setting, such as providing more labelling to further support children's independence. n Leaders help children to understand similarities and differences between themselves and others. For example, families from a range of cultures share food and stories with the children. This helps children to learn about the wider community and world in which they live.

p.3

Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

All staff understand their responsibility to keep children safe at all times. Staff know the signs and symptoms that may indicate a child is at risk of danger. They know who to contact if they have concerns about a child's safety or welfare and the procedures they should follow. The owner and the manager follow safe recruitment procedures. Leaders check absence and accident records regularly, as they know these may suggest a child who is at risk of harm. Staff practise fire evacuations regularly with the children to ensure they are familiar with the procedure.

p.3

should:

n provide further support for staff in the use of questioning techniques, which allow children time to respond and develop thinking skills n make more efficient use of the time to provide further support in developing children's independence.

p.3

Setting details

Unique reference number 2631731 Local authority Kent Inspection number 10285836 Type of provision Childcare on domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

p.4

inspection

Total number of places 21 Number of children on roll 34

p.4

reference number

Date of previous inspection Not applicable

p.4

Information about this early years setting

Roberts childcare registered in 2021. It operates from Paddock Wood in Tonbridge. It is open from 8am to 6pm, Monday to Friday, all year round. The provider employs six members members of staff. Of these, four hold relevant childcare qualifications at level 3. The setting receives funding to provide free early years education for children age two, three and four years.

p.4

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 manager took the inspector on a learning walk of the premises. They discussed the activities available and how they supported children's next steps in learning. n The inspector held discussions with the owner, staff, parents and children and took their views into consideration. She read a range of testimonials from parents. n The manager and the inspector observed adults interacting with children and discussed the learning that had taken place. n The inspector spoke to staff about their understanding of safeguarding responsibilities. She viewed documents relating to suitability and safeguarding.

p.5

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.

p.5

Inspection activities

14 June 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.

p.5

Inspection activities

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.6

Inspection activities

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/ , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk

p.6

Inspection activities

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.6

Inspection activities

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

p.6