Minihome Ltd

Inspection of Minihome Ltd Lighsite, 14 Allen Road, London N16 8SD

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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

Managers and staff welcome children warmly and help them to engage in the stimulating activities on offer. This helps children to feel happy and well settled. Staff regularly have conversations with children. For example, they ask how they are feeling, checking on children who are dealing with changes in their home life, such as having a new baby sibling. Staff are sensitive and respond to children's emotional needs well.

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The provision is good

Staff thoughtfully plan the learning environment and consider children's interests well. Children enthusiastically access the outdoor provision, where staff support them to build on their physical skills. Children are encouraged to practise balancing on beams, complete challenging obstacle courses and use different-sized paintbrushes to paint the wall. This helps to support children's different physical skills well.

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The provision is good

Staff recognise the importance of supporting children's emotional development. They support children to learn different strategies to manage their emotions and behaviour. For example, staff show children how to take turns when they argue over playing with the same toy. This helps children to behave well and develop positive attitudes to learning. Children confidently seek staff out to read with them. Staff offer praise to children for good listening and for trying their best. This helps children to feel safe and valued. In addition, staff are positive role models for children. This contributes to children demonstrating good manners and supports them to build positive relationships with staff and their friends. Children who need additional support with their learning are supported well by staff and make good progress.

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need to do better?

n The key-person system is effective. Staff know their key children well, what they can do and what skills and knowledge they need to develop further. Staff plan a curriculum that is broad, well balanced and personalised to individual children's stage of development. This helps children to make good progress. n Staff plan activities such as story time well. They thoughtfully plan resources, such as using puppets to help children retell stories. Staff introduce children to a wide range of vocabulary and ask children questions to check their understanding. Staff provide high-quality, purposeful interactions that are age- and stage-appropriate. For example, younger children and those who require additional support benefit from activities such as 'What's in the bag?' Staff provide repetitive language and clearly spoken words to help children develop their language and communication skills well. n Generally, staff help children to behave well. They support children to follow a

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need to do better?

24 June 2024 daily routine and most have high expectations of children's behaviour. However, on occasion, some staff do not give consistent messages to children about how they expect them to behave and why. n Staff support children to develop their mathematical skills well. They plan activities that enable children to explore different mathematical concepts, such as measure. Staff encourage children to use vocabulary related to capacity when they fill different-sized jugs with water, such as 'full', 'empty' and 'half full'. n Overall, most staff support children to develop their independence skills well. For example, in the pre-school room, children work in small groups to set up for mealtimes. They serve their own lunch and pour their own drinks. However, at times, some staff are not consistent in helping children to be responsible and do things for themselves, such as encouraging them to tidy up when they have

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need to do better?

finished their play. n Managers support staff to keep their safeguarding knowledge up to date. This helps to ensure children's welfare is managed well. Staff are complimentary about the supportive managers and having ample opportunities to access additional training to enhance their practice. Managers prioritise staff well-being. For example, they offer staff a range of activities, such as yoga and massage sessions, that help them relax. This helps staff feel valued and supports their good well-being. n Partnership with parents is strong. Parents compliment the high levels of communication they receive related to their child's learning and development. They are thrilled at the progress their children make and value the support they receive to aid their children's learning at home.

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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 more opportunities for children to continue to build on their independence skills further n support staff to consistently reinforce behaviour expectations to help children understand why behaviour rules are in place.

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Setting details

Unique reference number EY248301 Local authority Hackney Inspection number 10346970 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 60 Number of children on roll 67 Name of registered person Minihome Limited

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reference number

Telephone number 020 7249 0725 Date of previous inspection 30 August 2018

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Information about this early years setting

Minihome Ltd registered in 2003. It is situated in the London Borough of Hackney. The nursery is open each weekday from 8am to 6pm, for 51 weeks of the year. The nursery receives funded early education for two-, three- and four-year-old children. The nursery employs 21 members of staff. Of these, 16 hold relevant early years qualifications at level 3 and two members of staff hold a relevant qualification at level 2.

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Inspection activities

n This was the first routine inspection the nursery 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 nursery. n The deputy manager and the inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The manager and the inspector carried out a joint observation of a planned activity. n The inspector observed the interactions between the staff and children. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n Children spoke to the inspector during the inspection. n Parents shared their views with the inspector.

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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

24 June 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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