Childcare on Domestic Premises, Full day care in North Yorkshire

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

Children are warmly welcomed and happy to attend this welcoming and inclusive setting. From the moment children arrive, they are supported and nurtured by the caring and compassionate staff team, who know them well. Children build close relationships with staff and go to them if they need comfort or support. Children show that they feel safe and secure during their time at the setting.

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The provision is good

Children are eager to participate in the activities available to them. Managers and staff embed an inclusive curriculum that is ambitious for all children. Staff use children's next steps and current interests to plan exciting activities that engage them in learning. For example, children access music and dance workshops taught by outside agencies each week. They delight as they move their whole bodies to music. Children are happy and confident learners and make good progress.

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The provision is good

Staff provide children with a wealth of opportunities to broaden their experiences. Children enjoy regular trips to develop a love of the outdoors and a sense of belonging in the local community. They visit local parks, soft play centres and libraries. Staff teach children about road safety as part of their road safety month during walks to the bus and train station.

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need to do better?

n Children have daily access to a well-planned and resourced outdoor area to play and learn. They develop their gross motor skills as they navigate climbing equipment and slides with ease. Children enjoy jumping through tyres and balancing on wooden planks. Staff support children to use their imagination as they pretend to make shepherd's pie out of straw in the mud kitchen. These opportunities help all children make strong progress from their starting points. n Partnerships with parents are a strength of the setting. The management team and staff know the children and their families particularly well. Parents are extremely complimentary and comment that their children thrive during their time at the setting. Parents receive detailed feedback on their child's progress and development and how this can be continued at home. Staff value parent's views and involve them in children's achievements. For instance, parents are

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need to do better?

invited to the yearly graduation party held in the large garden area to share the celebrations. n Children are supported to be independent and confident learners. They independently access various learning activities and make choices about what they want to do next. For example, they can choose to make Halloween shapes out of scented dough or play cards in the smaller intervention room. Staff encourage children to tend to their own care needs, feed themselves using cutlery and drink from open cups.

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need to do better?

21 October 2024 n Overall, children behave well. Staff encourage children to use their manners and to wait their turn. They offer children consistent praise for their efforts. This supports their confidence and self-esteem well. However, when children display unwanted behaviour, staff do not always help them to understand the consequences of their actions and how it makes others feel. This means, at times, children do not develop a secure understanding of how to manage their behaviour effectively. n Children with special educational needs and/or disabilities are well supported at the setting. The management team supports parents with any referrals and puts plans in place to help close any gaps in learning. Staff work alongside external agencies, such as speech and language therapists to plan and implement targeted support. This helps ensure that all children reach the potential they are capable of. n The management team supports all staff and know them well. A strong focus is

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need to do better?

placed on staff's well-being. For example, at the end of each term they enjoy pizza and beauty treatments together. Staff are provided with ongoing professional development opportunities. They speak about how recent training has provided them with new activity ideas for the children. However, the coaching and monitoring of staff's practice is not fully embedded. The management team do not target gaps in staff's teaching practice to raise the quality of teaching even further.

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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 support staff to be consistent in their behaviour management strategies, to help children understand behaviour expectations and the impact of their behaviour on others n embed procedures for coaching and mentoring of staff practice to identify any gaps in the quality of education being provided to children.

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Setting details

Unique reference number 2759991 Local authority North Yorkshire Inspection number 10349742 Type of provision Childcare on domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care

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inspection

Total number of places 18 Number of children on roll 24

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Steph's Little Stars registered with a childminding agency before transferring their registration to Ofsted in 2024. They provide care in their family home in Hambleton near Selby. They employ five members of staff, of whom four are qualified to level 3 or above. Childcare is provided all year round from 7.30am to 5.30pm Monday, Tuesday, Wednesday and Friday, except for bank holidays and family holidays. The setting offers the government-funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n The inspector talked to staff at appropriate times during the inspection and took account of their views. 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 Parents shared their views of the setting with the inspector. n Children spoke with the inspector during the inspection. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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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

21 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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