Childcare on Domestic Premises, Full day care in Bristol

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 Requires improvement

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The provision is good

Leaders are dedicated to providing a good-quality experience for children. Since the last inspection, improvements have been made and the staff and leaders have worked hard to address weaknesses that were identified. For example, staff are very clear about how to manage children's behaviour in a consistently appropriate and effective way, and the quality of their interactions and teaching is improved. As a result, children are making good progress in all areas of their learning and development.

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The provision is good

The setting provides a welcoming, home-from-home environment. Children build positive relationships with staff and make friends easily. Children are kind to one another and behave well. They are happy and enjoy independently exploring the well-organised environments, both indoors and outdoors, making their own choices in play. Staff interact with children in a warm and nurturing way, which helps children feel relaxed and safe in their care.

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The provision is good

Children are keen to learn, motivated and curious. Staff accurately assess children's development and any learning needs to inform the planning of the curriculum. They plan a wide range of activities and experiences for children that spark their interests and capture their imaginations. Children benefit from an interesting curriculum and staff are clear about what they want children to learn during their time at the setting and in preparation for starting school.

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need to do better?

n Staff extend children's language skills well. They engage children in rich and interesting conversations, give good running commentary of their play and model new vocabulary to them regularly. As a result, children are confident communicators. n Children learn about nature and the world around them. For example, they enjoy regular walks in the local community, where they interact with a range of people, explore city views and spend time picking flowers and listening to birds in the park. n Staff boost children's self-esteem, which gives them a positive sense of self and confidence in what they can do. For example, staff regularly praise children and celebrate their achievements. n Staff promote healthy lifestyles throughout the setting. Children have good opportunities to be physically active, and they enjoy varied and well-balanced meals cooked freshly by staff each day. Children manage their self-care well and

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need to do better?

follow good hygiene practice. For example, they wash their hands and faces with individual face cloths after they eat. n Staff plan a curriculum based on the children's interests and individual learning

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need to do better?

6 July 2023 needs. They know what each child knows and can do and what they need to learn next. They plan stimulating activities and experiences to help children meet their next steps in learning. However, occasionally, staff miss opportunities as they spontaneously arise to extend children's learning further as they play. n Staff liaise well with other early years settings that children attend and share information with them on an ongoing basis. For example, staff offer activities and learning opportunities in the setting that complement what they are learning at pre-school. This ensures that children receive a good continuity of care. n Leaders ensure that staff have regular opportunities to enhance their professional development and keep their knowledge and skills up to date, such as through accessing a range of training courses. n Leaders value the staff and promote their well-being. This helps ensure good

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need to do better?

staff morale, and staff comment on how much they enjoy working at the setting. Leaders promote consistency in the quality of care and education throughout the staff team and identify training needs well. However, more can be done by leaders to identify and disseminate good practice between colleagues to take children's education to a higher level. n Staff work well with parents to ensure that they are well informed about their children's development and progress. Staff work hard to build strong relationships with parents from the outset. Parents are complementary about the care and education their children receive.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Leaders ensure that staff are suitable for their role. Leaders and staff attend regular safeguarding and child protection training to keep their knowledge up to date. They are clear on how to respond if they become concerned about the welfare of a child in their care. All staff are first aid trained, therefore there are always people on hand in the event of an accident. Leaders and staff ensure that the premises are safe and secure and they risk assess effectively to minimise hazards. Children are taught how to keep themselves safe. For example, they learn how to cross roads safely and recognise brambles, which they know to avoid when out on walks.

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should:

n support staff further to make the most of teachable moments to extend children's learning as they play n consider ways of further developing staff skills and practice, such as enhancing peer-on-peer observations to ensure staff receive feedback to improve their practice and support delivering the curriculum even more effectively.

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Setting details

Unique reference number 2526432 Local authority Bristol City of Inspection number 10249993 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 18

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reference number

Date of previous inspection 13 July 2022

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Information about this early years setting

The provider, whose setting is known as Rosie's House, registered in 2019 and is located in Knowle, Bristol. The setting operates on Thursdays from 11.30am to 3.30pm. There are six members of staff working with the children. The provider, who works as the manager, holds early years professional status, three staff hold appropriate qualifications at levels 2 or 3 and two staff are unqualified. The setting is in receipt of early education government funding for children aged three to four years.

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Inspection activities

n The inspector discussed any continued impact of the COVID-19 pandemic with the provider and has taken that into account in their evaluation of the provision. n The inspector held discussions with leaders at appropriate times during the inspection and in a scheduled meeting. n The inspector viewed all areas of the setting and discussed the safety and suitability of the premises. n The inspector and the deputy manager completed a learning walk together to understand how the curriculum is organised. n The inspector observed children's activities and staff's teaching, inside, outdoors and on an outing, and assessed the impact it was having on children's learning. n The inspector carried out a joint observation with the deputy manager. n The inspector looked at relevant documentation, including household members' suitability and staff's suitability to work with children. n The inspector spoke to parents, staff and children during the inspection and took

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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

6 July 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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