Childcare on Domestic Premises, Sessional day care in Somerset

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

Leaders have clear intentions for children's learning and have devised a curriculum that is well sequenced. Children's communication and well-being are at the heart of the curriculum. Attentive staff quickly settle new babies with lots of cuddles and reassurance. Staff understand the importance of early communication and use direct eye contact when talking to babies. Babies gaze at the facial movements staff make when talking and smile as they immediately begin to form attachments. Staff spend time getting to know new children, what they can do and what they are interested in. Older children have fun mixing dough, and staff help children to widen their language skills. Staff introduce new vocabulary and concepts such as 'clockwise' and 'anticlockwise', which enables children to learn which way is which. Staff naturally weave learning throughout day-to-day routines. Children bang the gong for breakfast, and staff hold up five fingers and say, 'Can you bang the gong

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The provision is good

this many times?' Children gain a good understanding of early mathematics from a young age.

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The provision is good

Leaders and staff have high expectations for all children. Children show kindness and consideration to others. They develop a strong understanding of their own emotions and those of their friends. For example, children approach others when they are upset and say, 'It's ok don't worry,' and pass them a toy, hoping to make them feel better. Children display good social skills and form lovely friendships. Staff are extremely positive role models and show the utmost respect to children, families and each other.

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need to do better?

n Leaders and staff plan a varied and meaningful curriculum. They provide a stimulating learning environment that enables them to teach children what they need to learn through play. Staff challenge older children with a memory matching game, for example, helping them to develop their memory and thinking as they try to remember the cards they need. Children show deep focus and engagement and have positive attitudes towards their learning. n Staff use robust systems to monitor children's progress, helping to quickly identify gaps in their learning. Staff use effective communication screenings to help them enhance and develop children's speech and language development. This leads to staff providing children with one-to-one time where they role model speech sounds and play games that promote language development. Leaders and staff place high focus on closing gaps in children's learning. n Promoting children's language and communication is a particular strength of the

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need to do better?

setting. Staff use ambitious language for older children. For example, they introduce the word 'originate' when discussing where certain animals come from on their 'around the world map'. Staff take children to the library weekly, helping

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need to do better?

16 September 2024 them to develop a love of literacy. Children eagerly seek out staff to read them stories, immersing themselves as they listen attentively. Children are confident communicators. n Leaders and staff understand the importance of children developing their independence. Children learn to spread their own butter and feed themselves. After eating, staff encourage children to wash their faces with flannels and place their food waste into the recycling bin. On occasion, staff are too quick to step in and do things that the children are capable of doing themselves. n Leaders take pride in their involvement with the local community. Staff take children to the Minster, where they admire the building and discuss its purpose. They take part in local events such as the Christmas tree festival. Children learn about the community they live in and develop their understanding of diversity. n Leaders are proactive, passionate and committed to their roles and

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need to do better?

responsibilities. Staff express high levels of well-being and benefit from regular training opportunities. For example, ongoing early years child development training has supported staff to expand their knowledge around 'fundamental skills' to further develop children's bigger physical movements. n Parents place great value on the care and love their children receive. They comment on the noticeable progression their children have made, particularly in their communication and social skills. Parents report how their children are very well mannered and show extremely caring attitudes. Staff keep parents informed about children's development and next steps in learning. Arrangements to share information and ideas to help parents to further support their children's learning at home are less well established.

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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 help staff to consistently support children's independence skills n strengthen information-sharing with parents to further support children's learning at home.

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Setting details

Unique reference number 2683626 Local authority Somerset Inspection number 10350791 Type of provision Childcare on domestic premises Registers Early Years Register Day care type Sessional day care

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inspection

Total number of places 12 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

Babushka Teacher Led Childcare originally registered in 2018 and re-registered in 2022. It is situated in Ilminster, Somerset. The setting is open Monday to Friday, 8am until 5pm, term time only. The manager employs five staff. The manager holds qualified teacher status along with one other member of staff. Two staff hold qualifications at level 3 and two at level 2. The setting receives funding to provide early years education for two-, three- and four-year-old children.

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Inspection activities

n The manager talked to the inspector about their curriculum and what they want the children to learn. n The inspector spoke to children to find out about their time at the setting. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The inspector carried out joint observations of group activities with the manager. n Parents shared their views of the setting with the inspector. n The manager showed the inspector documentation to demonstrate the suitability of staff. n The inspector observed the interactions between staff and children. n Staff spoke to the inspector during the inspection.

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Inspection activities

16 September 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

16 September 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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