Childcare on Domestic Premises, Full day care in Cheshire East

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

The manager of this homely setting works closely with parents to settle children. She gathers information about children's likes and dislikes and provides learning opportunities which are linked to children's interests. As a result, children are happy and they settle well. For example, babies wave their arms and legs in excitement as staff play games with them. The manager has a clear ambition for children to be prepared for their transition to pre-school. She plans her curriculum to support children's independence. For example, young babies are fed by staff, while older children sit with their friends at the table and safely feed themselves. They competently use an open cup to drink. Children make good progress.

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The provision is good

The manager knows that good social skills will help children as they move to pre- school. Staff consistently model good behaviour. They encourage children to use 'kind hands'. Staff react quickly to any disagreements, helping children to consider their friends' feelings. For example, they explain that taking toys away from other children might make them sad. Children behave well for their age. They learn to consider their friends and they clap their hands in pleasure when they are praised for sharing.

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need to do better?

n The manager has a clear vision for children to develop their independence, confidence and language before they leave her setting for pre-school. She shares this vision with staff. As a result, the curriculum has a clear focus on supporting children's learning in these areas. In addition, staff use daily conversations with parents to talk about children's progress and their next stage of their learning. This consistent approach helps children to make good progress from their starting points. n Staff plan for children to extend their concentration as they play by following their interests. For example, children are currently interested in diggers. Staff add these to the outdoor play area. Children are excited and engage well. They concentrate as they use the diggers to scoop soil. Children are focused and they remain engaged in their play. n The curriculum supports children's physical development. For example, babies

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need to do better?

are given space to safely lie on the floor. They are delighted as they roll onto their tummy, stretch their arms and lift their head to see what is happening around them. This helps babies to develop their core strength. Staff support older children to develop their hand-eye coordination. For example, children carefully thread beads onto a string. Children's physical development is good. n Language is supported well. Staff demonstrate good speaking and listening to children. For example, they speak clearly and they give children time to respond in conversation. In addition, staff offer new words during play, such as 'big' and

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need to do better?

29 April 2024 'little'. This supports children to extend their sentences and build their vocabulary. n Children are encouraged to look at books and staff read stories well. Children are captivated as they listen to stories. They eagerly talk about the pictures on each page. Familiar stories are repeated to help children develop their recall skills. Older children, especially, are delighted to say what happens next in the story. Children develop a love of books. n Staff interactions are generally good. For example, staff join children at their play. They use their observations of children to build on their learning. However, on occasion, interactions are less effective. For example, while some staff complete care tasks, children are supervised but are less well occupied. They wander around and look out of the windows. At these times, staff do not actively support children's learning. n Staff plan to support children's social development by giving children learning

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need to do better?

opportunities where they can share and take turns. For example, children wait patiently for their turn to choose a toy from the song bag. They remind staff which of their friends has not yet had a turn. Children develop social skills which they can use as they transition to pre-school. n The manager supports staff through regular discussions. Staff are motivated and they say they feel well supported. However, supervisory meetings are not sufficiently focused on providing staff with detailed feedback on their teaching. This means that supervisory sessions do not effectively enhance staff practice to support continual improvements for children.

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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 improve staff interactions during the times when care tasks are being completed, to ensure that children's learning is actively supported n strengthen staff supervisions to include a clear focus on improvements to teaching and staff practice.

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Setting details

Unique reference number 2665293 Local authority Cheshire East Inspection number 10335629 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 12 Number of children on roll 12

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Little Monkeys Holmes Chapel registered in 2021 and is located in Holmes Chapel, Cheshire. The setting employs four members of staff, of whom two have an appropriate early years qualification at level 3 and one at level 2. The setting opens Monday to Friday from 7.30am to 6pm all year round, with the exception of bank holidays and the provider's family holidays. The setting provides funded early education for two-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 manager and has taken that into account in their evaluation of the provider. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want their children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of a group activity with the manager. n The manager showed the inspector a sample of key documentation.

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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

29 April 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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