Setting 2768553

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 provides a homely and welcoming environment. She works closely with parents and the staff team to share children's routines, likes and dislikes. This means that children settle quickly on arrival. From the moment they enter the setting, the manager engages children in busy conversations. Staff chat over breakfast about what the children would like to do. Breakfast is followed by a buzz of excitement as staff encourage children to put their own wellingtons and coats on, ready for outdoor play.

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The provision is good

All staff have high expectations of children's behaviour. They consistently exhibit positive role modelling. Staff use strategies, such as visual gestures, explanations and repetition, to ensure that all children listen and understand what is being asked of them. They patiently wait for children's responses. This is mirrored by children, who are respectful when playing together with their friends. They spontaneously say 'please' and 'thank you' and successfully negotiate disagreements.

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The provision is good

The manager provides an abundance of experiences where children can be physically active in their learning, particularly outdoors. Their well-planned environment ensures that children can use large arm and leg muscles to transport soil in wheelbarrows and scoop and pour water. Staff ask what happens when the children mix the soil and water together in a pretend cement mixer. Children develop hand muscles as they creatively explore by squeezing, spreading and printing with vegetables in paint. This helps to develop children's physical skills.

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need to do better?

n The manager prioritises children's personal and emotional development. She works closely with families from their first settling-in session. She communicates regularly with parents about changes to children's dietary needs as well as next steps in their learning. Gaps in children's learning are quickly identified, and timely interventions are put into place. Children make good progress. n Staff introduce some mathematical concepts during planned and everyday activities. They use language such as 'shorter' and 'longer' when children make pasta bracelets. However, staff do not always explore children's interest further when counting or using numbers in real life situations. For example, staff do not encourage the use of numbers when children attempt to use a ruler to measure a piece of string. This means that children do not explore a deeper understanding of the value of numbers. n Staff plan activities and environments around themes to meet children's

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need to do better?

interests. They show children how to use tools to dig with. When children find worms in the garden, staff talk about where they live. However, during some group activities, staff do not always adapt the learning intention to meet

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need to do better?

11 July 2024 children's emerging needs. For example, staff help children to thread pasta onto string, but some children achieve this with ease and quickly move their focus to another activity. This does not allow children to make the best possible progress in their learning. n The manager develops children's social skills well through the use of a varied outdoor curriculum. There are ample opportunities for children to explore their local community during outings to the library, the lake, woodland areas and allotment. Staff teach children about staying safe. They observe and talk about people, vehicles and wildlife that they see. Parents report that children are more socially confident due to the daily adventures that the manager plans. n The manager supports children with special educational needs and/or disabilities (SEND) well. She responds quickly to assess any concerns she has about children's development, in order to devise support plans. The manager regularly

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need to do better?

communicates and works closely with parents and other professionals involved with children, to consistently meet children's care and learning needs. All children, including those with SEND, make good progress from their starting points. n Staff understand the importance of developing healthy lifestyles with children. They use play opportunities to explore and talk about the properties and benefits of vegetables. Staff ensure that children have access to water indoors and outdoors. Children enjoy a range of healthy snacks, and staff talk about good teeth hygiene with families. Children show a positive awareness of living a healthy lifestyle. n Staff's well-being is supported through supervision sessions and regular team meetings. The manager ensures that there are daily opportunities for staff to discuss their professional practice and talk about children's care and learning. Staff express that they feel positive about their workload and 'very well

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need to do better?

supported'. They are enthusiastic in their role, which encourages high levels of children's engagement.

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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 develop staff awareness of how to use real life situations to allow children to explore the value of numbers and counting n focus more precisely on children's individual learning during group activities to ensure that all children engage fully and make the best possible progress.

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Setting details

Unique reference number 2768553 Local authority Cumberland Inspection number 10353170 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 16 Number of children on roll 20

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

K A Middleton Childcare Dearham registered in 2024 and is located in Dearham, Cumbria. The setting opens from 7.30am until 5pm, Monday to Thursday, and from 7.30am until 4pm on Friday, all year round, except for bank holidays. 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 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 her evaluation of the setting. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Staff and children spoke with the inspector during the inspection. n The inspector spoke with the manager about the leadership and management of the setting. n The inspector carried out a joint observation of an activity with the manager. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting. 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 parents during the inspection and took account of their

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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

11 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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