Childcare on Domestic Premises, Full day care in Cambridgeshire

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 respond to the welcoming, nurturing environment. They settle quickly and build warm relationships with staff. This supports children to become confident learners, helping to ensure that they are ready for the move to school. Children reflect the positive attitudes and high expectations of staff. They persevere at tasks and frequently challenge themselves. For example, children develop their physical skills and understanding of safety as they walk along beams. They add further challenge as they jump into hoops at the end of the beams, repeating this until they succeed. Children then move the hoops as they recognise these could be a trip hazard.

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The provision is good

Staff support children in developing their understanding of healthy practices. For instance, children learn about healthy eating as they take part in a challenge to eat fruits and vegetables reflecting colours of the rainbow. Staff are aware of possible effects of the COVID-19 lockdowns. They offer children additional support in interacting with others. Staff have high expectations regarding children's behaviour and offer them consistent support in understanding and managing this. For instance, staff talk with children about sharing the role-play resources. Children remember this and later independently settle a minor dispute about which toys to put in the water.

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need to do better?

n The owner and deputy manager are committed to the ongoing review and development of the setting. Staff reflect this positive approach and are fully involved in evaluating their work and implementing improvements. Staff receive regular supervision that successfully supports them in developing their practice. n Staff assess children's progress well. They evaluate activities so that they understand what children are learning. They then build on this logically and plan what children need to learn next, ensuring that all children make good progress. The owner and deputy manager support staff in noting where children may need extra support so that no child falls behind in their learning. n Staff work well with other professionals. This helps to ensure that children with special educational needs and/or disabilities receive effective support and make good progress. Staff also build good relationships with other settings that

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need to do better?

children attend, helping to ensure that children's care is consistent and their development promoted. n Staff support children well to develop their speech and communication skills. They respond when babies babble and offer them lots of creative opportunities to join in with songs and rhymes. Staff working with older children encourage them to recall activities. For example, children competently describe how they filled pots with compost, added sunflower seeds and watered these.

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need to do better?

8 May 2024 n Children demonstrate a growing enjoyment of books and reading. Staff pay attention to their interests and make sure that there are fictional and reference books relating to these. Children of all ages access books inside and outside and particularly enjoy visiting the local library. n Children thoroughly enjoy looking at books containing photographs from home and those that record activities at the setting. They fondly remember past activities and friends. They compare differences and similarities in family life, helping them to recognise and understand diversity. n Children show a mature approach to working cooperatively. For example, young children smile and babble as they work together to put pieces back into a simple tray puzzle. Older children writing letters in a tray of flour help each other as they spell out their names. n Staff work well with parents and build friendly, professional relationships. Parents

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need to do better?

report that staff know their children well and pay attention to details, so that children feel secure and comfortable. Parents note the good progress their children make. They feel that staff communicate well and support them in understanding their children's learning and building on this. n Staff generally encourage children to extend their thinking. For example, when younger children play with water and fresh flowers, staff encourage them to smell the flowers and sing an associated song. However, staff do not consistently make the best use of opportunities to encourage children to think further and find answers to questions as they arise during play.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n support staff to continue to build on the opportunities that encourage children to think further and find solutions to problems as they arise during play.

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Setting details

Unique reference number 2670502 Local authority Cambridgeshire Inspection number 10339420 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 21 Number of children on roll 37

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Little Deers Childcare registered in 2022. The setting employs eight members of childcare staff. Of these, six hold appropriate early years qualifications at level 3 and one at level 6. The setting opens from Monday to Friday all year round. Sessions are from 8am until 5pm on Monday to Thursday, and from 8am to 12 midday on Friday. The setting provides funded early education places 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 this setting. n The manager and deputy manager joined the inspector on a learning walk and talked about their curriculum and what they want their children to learn. n The inspector observed staff interaction with children during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector completed a joint observation with the manager and deputy manager. n Meetings were held between the inspector, the manager and deputy manager. The inspector looked at relevant documentation and saw evidence of the suitability of staff. n The inspector held discussions with staff, children and parents at appropriate times during the inspection and took account of their views.

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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

8 May 2024 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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