Childcare on Domestic Premises, Full day care in Harrow

Report for childcare on domestic premises

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Overall effectiveness Inadequate

The quality of education Inadequate Behaviour and attitudes Inadequate Personal development Inadequate Leadership and management Inadequate Overall effectiveness at previous inspection Outstanding

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The provision is inadequate

There has been a decline in the quality of the provision since the last inspection. Children's well-being and safety cannot be fully assured as leaders do not inform Ofsted of new staff in the setting so suitability checks can be completed.

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The provision is inadequate

Staff do not know how to effectively plan for and support children's learning. They choose activities without considering children's current stage of development. Children lose interest and become distracted easily as staff do not use children's interests to provide well presented and interesting activities.

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The provision is inadequate

Children with additional needs are identified, however, the provider and staff fail to link or work with other professionals from the local authority and health. Children, including those with special educational needs and/or disabilities (SEND), are not supported and prepared for the next stage of learning. They leave the setting without specific plans in place to ensure they have what they need when they start the next stage of their education.

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The provision is inadequate

Staff do not model effective interactions. They are not clear about the daily routines and, therefore, do not manage transitions well. For example, young children are left seated for long periods as they have to wait for activities to be set up or lunch to be served. Staff working with the older children do not consistently interact with them. They ask closed questions and do not build on children's thinking skills.

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need to do better?

n The provider obtains information from parents when children start at the setting. However, the information is not used effectively to plan for and support children's learning. Children's emotional well-being is not supported as key persons are not allocated until after children have settled in. Staff do not use settling in as a time to get to know children by planning activities children enjoy and are familiar with. As a result, children take a long time to settle and become familiar with staff and the routines. n Leaders do not ensure staff are well deployed and have the knowledge and understanding of how children learn to effectively support children's learning. Staff do not know how to maintain children's interest and focus during activities. Interactions with children are inconsistent and do not enable children to build on previous knowledge and skills. Staff do not show children how to participate or

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need to do better?

give children time to have a go and practise to sequence learning and build on what children know. The planning fails to include what staff need to do to deliver the curriculum successfully. As a result, staff focus on completing routine tasks. n Leaders have identified some children require additional help with language and

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need to do better?

14 May 2024 communication. They have sourced a Speech and Language Therapist who comes into the setting each week. Staff follow the plans devised for children in daily one-to-one sessions. However, staff do not embed the strategies into all activities for children to practise and use what they are learning. As a result, children do not make the progress they are capable of. n Staff complete the required progress checks at age two to help identify gaps in children's development. However, leaders and staff have not developed effective partnerships with professionals to meet the needs of children requiring additional support or those identified as having SEND. Some parents are not aware of the full range of early support and services available for their children. n Parents report the setting is very supportive and the provider goes above and beyond to help them. Parents are happy with the level of information they

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need to do better?

receive about care routines. However, parents do not have regular updates on the progress children are making and how they can support learning at home. n Leaders identify independence as a priority for children's learning. However, there are limited opportunities for children to complete tasks for themselves. For example, there are limited resources for children to self-select. Younger children are fed by staff, older children have meals and snacks served to them. A free- flow café in the afternoon only enables children to pick up a drink and take a snack. Children do not make sufficient progress in this area of learning. n The provider completes peer-on-peer observations to check the quality of the provision. However, the provider does not effectively identify gaps in staff's knowledge and practice about the early years curriculum. Staff do not have high expectations for all children's learning. As such, children do not make enough

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need to do better?

progress from their starting points. n The provider fails to provide Ofsted with the relevant information regarding individuals working with children so their suitability can be checked as required. Not all staff working with children are known to Ofsted and, therefore, have not been suitably checked. Nonetheless, the provider requests references and completes enhanced Disclosing and Barring Service checks (DBS) for all new staff.

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Safeguarding

The arrangements for safeguarding are not effective.

p.3

Safeguarding

There is not an open and positive culture around safeguarding that puts children's interests first.

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Due date

14 May 2024 ensure that an effective key-person system is implemented to help children build secure relationships with staff 21/06/2024

p.3

Due date

make sure that the curriculum planning and implementation are effective and ambitious so that children gain knowledge and skills to become successful learners 21/06/2024

p.4

Due date

improve staff deployment so that children receive the right level of support and benefit from quality interactions to meet their individual learning needs 21/06/2024

p.4

Due date

improve strategies to support the coaching, guidance and monitoring of staff to help them improve their knowledge and practice, including knowing how to sequence children's learning 21/06/2024

p.4

Due date

develop staff's understanding, knowledge and skills to support children identified as having additional learning needs and build strong links with other professionals involved in children's care and development, to help ensure that their needs are met 21/06/2024

p.4

Due date

ensure all staff working with children are known to Ofsted so their suitability can be checked 21/06/2024

p.4

Due date

provide information to parents on their children's development and next stage of learning to ensure parents know how to support children's learning at home. 21/06/2024

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Setting details

Unique reference number EY546177 Local authority Harrow Inspection number 10337071 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 26 Number of children on roll 27

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reference number

Date of previous inspection 4 September 2018

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Information about this early years setting

Little Darlings Nursery registered in 2017 and is located in the London Borough of Harrow. It offers its service from 7.30am to 6.30pm on Monday to Friday, excluding bank holidays. There are 13 members of staff, including the provider. Of these, eight staff hold an early year's qualification from level 3 to level 6. The setting provides funded early education for children aged two, three and four years.

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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 the provider. n We carried out this inspection as a result of a risk assessment, following information we received about 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 Children told the inspector about their friends and what they like to do when they are at nursery. 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 spoke to some parents during the inspection and took account of

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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

14 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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