Childcare on Domestic Premises, Full day care in Bristol

Report for childcare on domestic premises

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Overall effectiveness Outstanding

The quality of education Outstanding Behaviour and attitudes Outstanding Personal development Outstanding Leadership and management Outstanding Overall effectiveness at previous inspection Not applicable

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The provision is outstanding

Young children eagerly enter the setting and separate from their parents with ease. They demonstrate that they have formed secure attachments with staff, who welcome them warmly and are keen to listen to their news. Young children show high levels of confidence and self-esteem. They develop a love of books and are eager to gather around and listen to stories with staff. They have lots of opportunities to develop their hand-eye coordination and to strengthen their hand muscles in preparation for early writing, such as by pushing toys that pop with their fingers and joining construction pieces together. Children spend long periods exploring the resources, showing high levels of concentration and curiosity. They are absorbed in their learning.

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The provision is outstanding

The provider has developed an ambitious and well-sequenced curriculum for the children, based on their individual interests and needs. Staff skilfully help children build on and practise their skills so that they become extremely confident learners and develop the knowledge they need, at an early age, in readiness for school. Children make very good progress in their learning and development, including those who are new to the setting.

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The provision is outstanding

Children have a wide range of opportunities to be outdoors, including going to the forest to explore the natural world. Children visit parks and learn about the local area in which they live. They have opportunities to become aware of their own and other people's communities because staff help them look at the world map and find out the connections they have with other countries. For example, the provider shares a journal with the children about a school in Kenya that the setting sponsors to help them learn about the lives of others.

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need to do better?

n Staff have high expectations of the children, who demonstrate that they know the routines of the day. Young children clean their faces, get down from the table, push their chairs in and then put their wipes in the bin after eating. Staff guide the children and allow them time to practise their skills, such as putting on their waterproofs and boots before going to the forest. Children persevere until they succeed, which promotes their high levels of confidence and self-esteem. They demonstrate that they are developing excellent self-care and independence skills. n Young children develop excellent early mathematical skills. They spontaneously use mathematical language in their play, exclaiming that the logs are 'heavy'. Staff encourage the children to count how many children and adults are present and calculate how many people there are in total. n Staff organise plenty of opportunities for children to take managed risks. They

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need to do better?

9 October 2024 climb up and down the ramps outside, developing their balancing skills, run down the hill when visiting the forest and help lift logs to sit on. Children demonstrate that they know how to stay safe when on outings. They confidently explain that they need to walk by the road and hold hands when crossing the road. Staff help them learn how to cross the road safely by looking and listening for the cars. n Parents report that communication with staff is excellent. Parents say that they receive detailed information from staff regarding their child's progress and daily activities. Parents know what their children's next steps are, and staff share this information with other providers that children attend to support consistency in children's learning. Parents say that they are extremely well supported in settling their children in and that this is tailored to their individual children's needs.

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need to do better?

n Staff support young children's language highly effectively and create a language- rich environment. Staff repeat words back to children correctly, introduce new language and narrate what children are doing as they play. Staff use skilful questioning to encourage children's thinking and to extend their language, such as by asking children 'What can you see?' and 'What does it feel like?' Young children are highly confident communicators and develop very good language skills. n The provider and staff are very reflective and make continual improvements to practice, benefiting the families using the setting. For example, they carry out home visits, which have aided children's settling in, and attend 'Play in the Park' sessions to encourage families to get to know one another outside of the setting. n Staff are highly skilled at helping young children negotiate and solve minor disputes. They encourage children to ask for their turn and to wait until another

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need to do better?

child has finished. When children try and go up and down the ramp at the same time, staff help them resolve this, offering lots of praise when one lets the other go down. Children's behaviour is exemplary. n Staff report that they feel very well supported by the provider and have clear targets for their professional development. They attend regular training that has a positive impact on their practice and on learning opportunities for children. Having noticed that some children are reluctant to try various foods, a member of staff attended an 'Exploring and Growing Fresh Produce in an Early Years Setting' course. This is to encourage children to grow, harvest and explore a variety of foods without being under pressure to eat them, offering them a broader range of experiences. Children also visit the allotment to grow, tend to and harvest a variety of produce.

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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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Setting details

Unique reference number 2760388 Local authority Bristol City of Inspection number 10349693 Type of provision Childcare on domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 10 Number of children on roll 19

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Karibu – Teacher Led Childcare registered in December 2023 and is located in Totterdown, Bristol. The setting employs 10 members of staff who work with the children, of whom five hold qualified teacher status and one holds an early years qualification at level 3. The setting opens from Monday to Friday, 8am until 5pm, term time only. The setting offers government-funded places.

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Inspection activities

n The early years lead and the inspector carried out a learning walk together and talked about the curriculum and what she wants children to learn. n The inspector observed staff's interactions with children, indoors and outdoors, and the impact of these on children's learning. n Staff spoke to the inspector at appropriate times during the inspection. n The inspector sampled some documentation, including evidence of suitability checks and qualification certificates. n The inspector carried out a joint observation of an activity with the provider and discussed the impact of this on children's learning. n Parents shared their views of the nursery with the inspector, who took account of these. n Children told the inspector what they enjoy doing while at the setting. n The inspector went on an outing to the forest with some staff and a group of children.

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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

9 October 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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