Childcare on Domestic Premises, Full day care in Warwickshire

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 Good

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The provision is good

The manager prioritises children's emotional well-being as part of her education ethos to ensure that children feel happy, safe and secure. She focuses on nurturing children's positive sense of self to support their self-confidence and self-awareness. Children thoroughly enjoy the time they spend with staff and make confident choices about where they will play and the resources they will access. Staff are positive role models and consistently praise children so they understand what is expected. This includes understanding the rules for using the slide safely and to keep them safe on outings. Staff set clear expectations at mealtimes and children behave well.

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The provision is good

The manager and staff provide older children with extension opportunities to further develop their mathematical knowledge and early literacy skills. The teaching of phonics is a recent addition to the manager's curriculum for older children. Staff use books for children of all ages to support their communication and language skills. They focus on helping older children to develop their recall skills and understanding of a range of texts. Staff make good use of books to support children's emotional understanding, such as preparing them for changes that occur during their lives. Children request that staff read books to them and enjoy a cuddle while they listen attentively.

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need to do better?

n The manager is proactive in reviewing their practice and identifying areas for further development. Recently, she has introduced a 'buddy' key person for each child so there are always at least two members of staff who have a thorough working knowledge of them. n The manager monitors the staff practice and provides them with effective coaching and training to continually improve their teaching skills. Recent training has supported staff to implement changes to their literacy teaching to place a stronger focus on the teaching of phonics with the older children. n The manager and staff work in collaboration with parents to support children's continued learning at home and at the setting. Parents speak highly about the service provided. They share how the manager and staff are dedicated to providing nurturing interactions with their children who love to attend. n The manager has identified some key knowledge and skills to support children to

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need to do better?

make good progress. This includes identifying overarching topics to deliver throughout the year. However, the manager has not identified a precisely sequenced learning progression to help children to build on what they already know, understand and can do. n Staff know children well. They use observations and assessments to determine where children are in their development and to identify where they need

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need to do better?

19 July 2024 additional support. They make good use of the two-year-old progress check to identify when children are delayed in achieving the early development milestones. However, staff do not use the information gathered from their observations and assessment as well as possible to inform their daily planning for each child. n The manager has effective arrangements in place to ensure that children with special educational needs and/or disabilities (SEND) receive the support they need. This includes making referrals and providing one-to-one teaching provision when it is needed. The manager and deputy manager have recently extended their knowledge to support their teaching for children with SEND. This includes gaining further strategies to help children who struggle to regulate their feelings and emotions. n Staff provide children with quality interactions that successfully enhance their play. They use a range of effective teaching strategies that engage children and

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need to do better?

encourage them to play and explore. For example, they model different ways of making marks with water while children play outdoors. They ask children questions to help them to explore their ideas and develop their imaginative play. This helps to further motivate and engage children in their play and learning. n Staff support children's language development effectively. They use the daily routines to successfully introduce new vocabulary. For example, staff help two- year-old children link words to actions as they join in with songs and rhymes during the energetic movement and music session. n The manager makes good use of the local community to enhance children's learning experiences and understanding of the world. This includes opportunities to learn about the people in the local community and beyond. She invites visitors, such as the police and local restaurant owners to talk to children about their work with a focus on healthy eating and keeping themselves safe.

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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 refine the curriculum so that there is a precise focus on the knowledge and skills that children need to gain as they progress through their development milestones n use observations and assessment of children's progress to precisely inform planning of the learning environment so this reflects the learning needs and interests of each child.

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Setting details

Unique reference number 201186 Local authority Warwickshire Inspection number 10350489 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 16 Number of children on roll 35

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reference number

Date of previous inspection 24 September 2018

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Information about this early years setting

Aunties registered in 2008. The setting employs nine members of childcare staff, eight of whom hold appropriate early years qualifications at level 3. The setting opens from Monday to Friday, all year round. Sessions are from 7.45am until 5.30pm Monday to Thursday and until 5pm on Fridays. The setting 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 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 The inspector viewed the provision and discussed the safety and suitability of the premises. n The deputy manager, manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n Children interacted with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector carried out a joint observation with the deputy manager. n Parents shared their views of the setting with the inspector.

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Inspection activities

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 manager provided 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

19 July 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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