Childcare on Domestic Premises, Full day care in Merton

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 receive a warm welcome from the kind and friendly staff on arrival. They settle quickly and are happy to see their friends. Children form close attachments to staff. They show they feel safe and secure in this home-from-home environment. Staff implement a broad curriculum, which is filled with lots of fun and interesting activities that children enjoy taking part in. For example, toddlers are engaged and motivated as they build tall towers as tall as themselves with balance stones. Staff help children to learn about a variety of cultural and religious festivals. This helps to support children to develop a positive and respectful attitude towards other people's lives that are different to their own.

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The provision is good

Children of all ages benefit from being in this language-rich environment. Staff continually talk to children about what they are doing, introducing new vocabulary as they sing songs and read stories. Older children enjoy communicating with each other and staff. They confidently tell visitors what they are doing and answer open questions from staff in detail. This helps children to become confident and skilful communicators. Staff have high expectations for all children. They are positive role models. Staff encourage children to say 'please' and 'thank you' and to have 'kind hands' when interacting with each other. Children's behaviour is good.

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need to do better?

n Children of all ages develop good physical skills. There is a secure outdoor area, where children have access to a wide range of wheeled toys and climbing apparatus. The manager encourages older children to move their bodies in different ways as they access stepping stones. Children challenge their physical skills, such as they stand on one foot and develop their balance and coordination. n Staff skilfully implement mathematical concepts into all areas of children's play and learning. For instance, they encourage younger children to count down as they sing the number songs. Older children confidently use mathematical language in their discussions, such as they explain they have a 'tiny' dog. n Staff support children with special educational needs and/or disabilities (SEND) well. They respond swiftly to concerns that they have about children's development and progress and ensure that they receive the support they need.

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need to do better?

The manager, who is the special educational needs coordinator, works in partnership with parents and other professionals involved in children's care. This helps to ensure consistency in children's individual learning needs and care. All children, including those with SEND, make good progress from their starting points in development. n Children's health and well-being are a priority for staff. They provide healthy, nutritionally balanced meals and snacks, which children enjoy. Children have

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need to do better?

31 May 2024 some opportunities to develop their independence during these times. However, as children get older, some procedures and routines do not provide them with sufficient opportunities to be independent and develop skills for their eventual move on to school. For example, staff do not consistently support children to make independent choices and do things for themselves, such as pouring their own drinks. n Staff encourage children from an early age to develop a love of books through regular story times. Staff use various tones in their voices and books with puppets to captivate children's interests. Children listen keenly, answer questions and point to images when asked by staff. This encourages children's respect of books, which they handle and treat well. Children develop their creativity, such as they access stickers, pencils and crayons to write and make marks. This helps them to acquire the necessary skills for early writing.

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need to do better?

n Parents speak positively about staff and how happy their children are to attend. Staff provide parents with regular updates about their children's progress and use an online app to aid communication further. Parents comment that all staff are very friendly and it is obvious they love what they do. n The manager gives staff feedback on their performance and their roles and responsibilities through supervision sessions and staff meetings. Unqualified staff receive good opportunities to undertake formal childcare qualifications. This helps to support unqualified staff to develop the quality of education to a good standard. However, more established and qualified staff have fewer opportunities to develop their continuous professional development.

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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 provide older children with more opportunities to be independent, such as during mealtime routines, in preparation for their move to school n strengthen and embed support for established and qualified staff to help extend their practice even further.

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Setting details

Unique reference number 2654637 Local authority Merton Inspection number 10339484 Type of provision Childcare on domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 10 Number of children on roll 18

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Summer House Wimbledon registered in 2022 and is based in the London Borough of Merton. The setting employs six members of childcare staff, including the manager who works with children. Of whom, three staff hold appropriate childcare qualifications ranging from level 3 to level 6 and three staff are unqualified. The setting opens all year round, from 8am to 6pm, Monday to Friday. It provides funded early education for two-, three- and four-year-old children.

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Inspection activities

n This was the first routine inspection the setting 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 setting. n The manager and the inspector completed a learning walk together. n The inspector observed the quality of education during activities and assessed the impact on children's learning. n The manager and the inspector conducted a joint observation. n Parents shared their verbal and written views of the setting with the inspector. n The inspector held several discussions with staff and children during the inspection.

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Inspection activities

31 May 2024 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

31 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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