Setting EY499882

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

Children enter this nurturing learning environment happy and ready to learn. They immediately immerse themselves in a range of challenging activities. The provider and her staff team work well with parents to find out about what children can do when they first start in their care and how best they can support them and build on their learning. The curriculum is well planned to ensure that all children gain the skills they need to prepare them for their transitions to school and their next steps in learning. Staff know the children well and provide good levels of support and challenge.

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The provision is good

Staff teach the children about healthy growth and development. Children learn about responsibility as they grow their own sunflowers and ensure that their plants are regularly watered and have enough sunlight. Staff introduce children to new words and their meaning, such as 'fragile' when talking about the stalks on the newly potted plants.

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The provision is good

The provider and her staff have secure bonds with the children, and this supports children's sense of security and well-being. Staff use positive strategies to manage children's behaviour based on the children's level of understanding. Staff model good behaviour and manners. From a young age, children are encouraged and supported to share, take turns and be aware of others' needs as well as their own.

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need to do better?

n The provider and her staff continually have conversations with the children. They encourage them to share their news from the weekend and talk through what they are doing. They listen well to the children, asking them questions that encourage children to listen, think and share their thoughts and ideas. However, staff are not always consistent in their approach to modelling language back to children to further support their development. For example, when children say 'lellow' instead of 'yellow' and 'I growed up'. n Children enjoy trying new experiences and learning new skills. Young children do well at mealtimes as they wash their hands and faces before and after meals. They use cutlery well and persevere, supported by staff. Children demonstrate good physical skills on the climbing frame as they weave in and out, skilfully negotiating their route. With arms outstretched, they steady themselves on the

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need to do better?

railway sleepers and show good balance and coordination. Encouraged by staff, they set themselves physical challenges as they concentrate hard on trying to tap a golf ball on target into a cup. Although children have this level of skill, staff are on occasions too quick to intervene before letting children have a go themselves. For example, they put coats, shoes and waterproofs on children for them to go outside, rather than encouraging them to develop this physical

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need to do better?

7 May 2024 independence themselves. n Children regularly count in their play and learn about size and shape. During a creative activity, they learn about the different shapes and compare size and length. They talk about which is the biggest and the tallest. The staff member asks children to get three flower heads for their picture and when they have five they know they need to take two away to get to the correct number. n Children learn about the importance of oral health. Staff talk to them about how to look after their teeth and about healthy options. Each child has their own toothbrush and toothpaste in their own labelled bag. They learn more about visits to the dentist during role play and become familiar with the dentist kit, helping children to understand what happens when they get their teeth checked by the dentist. n Very good support is in place for children with special educational needs and/or

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need to do better?

disabilities (SEND). Any gaps in learning are quickly identified and the provider acts promptly to ensure that any additional support required is put in place. Effective working relationships with professionals help to ensure that these children make good progress from their initial starting points. n The provider has a thorough approach to self-evaluation. She actively reflects on the quality of provision and learning experiences for children. The provider ensures that she builds in time for her staff to plan and complete the children's learning records within the working day, rather than in their personal time, giving attention to staff well-being. The provider is committed to continuous improvement for both herself and her staff. She ensures that they attend regular training to keep their knowledge current and updated. This helps to drive her setting to go from strength to strength.

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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 the children's interests first.

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should:

n develop a more consistent approach in modelling language to children to further support children's language development n encourage children to be more physically independent by encouraging them to have a go themselves at tasks before staff intervene.

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Setting details

Unique reference number EY499882 Local authority Calderdale Inspection number 10296097 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 14 Number of children on roll 25

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Information about this early years setting

Donna's Daycare registered in 2016 and is based in Halifax, West Yorkshire. The setting employs six members of childcare staff. Of these, one holds an appropriate early years qualification at level 4, two staff hold qualifications at level 3, and two staff hold qualifications at level 2. The setting opens all year round, from 7.30am to 5.45pm, Monday to Friday, except for bank holidays. It provides early years funded education for two-, three- and four-year-old children.

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Inspection activities

n The inspector discussed any continued impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The provider showed the inspector the premises and discussed how they ensure that they are safe and suitable. n The provider and the inspector completed a learning walk together to discuss the provider's intentions for children's learning. n Children spoke to the inspector about what they enjoy doing while with the provider. n The inspector talked to the staff who work with the provider, at appropriate times during the inspection, and took account of their views. n The provider and her staff spoke to the inspector about how they support children with SEND. 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

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Inspection activities

provider. n Parents shared their views of the setting with the inspector. n The provider supplied the inspector with a sample of key documentation on request.

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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

7 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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