Pippa's Barn

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

Staff warmly greet children and families on arrival. Children settle well in this safe and caring environment. Staff are attentive, patient and kind. The provider develops a curriculum that builds on what children know and can do. Staff use observation and assessment well to identify what children need to learn next and plan one-to-one and group activities that meet their individual needs. Children make good progress. They take part in new experiences to help them understand the world around them. For example, they touch and handle exotic animals.

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The provision is good

Staff support children to have a go at doing things for themselves. For example, older children take off their shoes and jackets and put them away in their trays, and very young children learn to feed themselves. All children help to tidy away throughout the day as the routine changes. These developing independence skills prepare children well for their future learning. Children's physical development is well promoted. Young children push wheeled toys. Older children practise their physical strength and coordination as they balance on planks on the decking. Staff provide interesting experiences that help children practise their fine motor skills. For example, very young children learn to press buttons to make vehicles play tunes. Toddlers make dots and lines and use circular strokes while mark making. Staff support children to develop the skills they need to manipulate objects, judge distances, feel weight and gain good control of their hands.

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The provision is good

Staff model good behaviour. Children learn to behave in positive ways as they get consistent, encouraging praise from staff. Staff listen actively and repeat back what they think children are asking for. This helps children to feel heard and respected. Staff help children to take turns. For example, they suggest alternative options while children wait for a turn with a particular toy. Children learn to get along with others.

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need to do better?

n Staff and children chat as they play. Staff interaction with children is good. They ask children questions and comment on their actions, making play experiences meaningful. Staff use location words, such as, 'on', 'in', 'under' and 'around', as children play in the water tray, washing the dinosaurs. This helps to develop and extend children's thinking and understanding. Young children regularly use up to five-word sentences, such as 'I would like more banana'. Children's conversation and listening skills develop well. n New children have an individually planned induction. Staff are on hand to offer gentle guidance. They are sensitive and reassuring when children need comforting, which supports their developing confidence. Transitions are very well managed. This helps to support children's emotional well-being.

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need to do better?

20 August 2024 n Partnership with parents is strong. There is regular two-way communication. Parents know what their children are doing and feel well informed. Staff share daily information about children's interests, welfare and progress. Parents particularly value continual access to the 'green book' that has observations and photos of their children's learning. Parents say their children's communication skills and confidence have grown since attending. n The provider creates a good working culture for staff. Regular supervision and review of staff practice result in a consistently good quality of care and learning for children. A strong focus on providing training and continual development opportunities builds and develops staff knowledge. The provider organises regular meetings to discuss good practice. For example, a recent consultation on changes to improve outcomes for children led to adjusting the use of the

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need to do better?

building. n Overall, teaching is strong. Activities are well planned and linked to children's development needs. Staff know young children very well and have a good knowledge of each child's individual personality, interests and abilities. However, on occasion, interruptions to group activities impact on children's concentration and result in the learning intentions not being met. Children enjoy stories and sing familiar songs and rhymes. Singing, clapping and stamping to 'If You're Happy and You Know It' help children learn to develop their self-expression and imagination. n Children learn to be healthy. They know they need to wash their hands before eating food, when coming in from outdoors and after touching animals. They have a variety of healthy and nutritious snacks and home-cooked meals. Staff give children choices to drink milk or water to keep them hydrated. Children enjoy a very social mealtime experience. They choose to sit with different friends

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need to do better?

to eat snack and lunch, supporting them to make relationships.

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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 minimise interruptions to enable children to learn the intended skills planned for.

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Setting details

Unique reference number EY543529 Local authority Gloucestershire Inspection number 10351283 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 20 Number of children on roll 18

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reference number

Date of previous inspection 19 October 2018

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Information about this early years setting

Pippa's Barn registered in 2017 and is situated in Lechlade, Gloucestershire. The setting offers care from 7.30am to 6pm, Monday to Friday, all year round. There are four members of staff who work with the children. Of these, one holds an appropriate childcare qualification at level 5, one holds an appropriate childcare qualification at level 4 and two hold appropriate childcare qualifications at level 2.

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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 manager joined the inspector on a learning walk and discussed the early years curriculum. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector talked to staff and children at appropriate times during the inspection. n The manager and the inspector carried out a joint observation during a group activity. 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.

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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

20 August 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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