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 Inadequate

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The provision is good

Staff provide a home-from-home environment where children develop their independence and confidence. Children benefit from the warm, trusting relationships fostered by staff. Siblings enjoy catching up with each other when the older children arrive from their other pre-school. This adds to the pleasant family- orientated atmosphere as they have their meals together. Children show that they feel safe in the nursery environment and secure in their relationships with others. They behave very well.

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The provision is good

Staff follow a curriculum that helps children to make good progress. Children are prepared for the next stage in their learning, which includes their move on to school. The clear focus on personal, social and emotional development is having a positive impact, particularly on the group of younger children attending. Children enjoy their learning. They become used to listening to staff and heeding what they say. This promotes their learning and their safety. The youngest children join in enthusiastically with the actions to well-known songs. For example, they lay quietly when staff ask the smart speaker to play 'Sleeping Bunnies'. They jump up and down excitedly as they pretend to wake up. Older children are proud to show they can count backwards from 10 to lift-off as they sing.

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need to do better?

n Leaders support a happy and motivated staff team. They place a high priority on staff's well-being. This creates a pleasant environment for the children where they can thrive. Parents praise the homely environment created by staff. They are pleased with the good-quality information they receive about how their children spend their time. n Staff get to know the children and their families well. This enables them to tailor the educational programmes to children's individual learning needs. They know which children need support with their physical skills and those who need help to share and take turns. They effectively support children who need more practise to name shapes and numbers at the play dough table. Children are proud of the praise and 'high fives' they receive for their success and their efforts. This means that children are motivated to persevere. For example, they try for some time to post the shapes into sorters, or to zip their own coats up.

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need to do better?

Staff are less clear about the specific vocabulary that children need to learn or practise. n Older children have great fun outside in the fresh air. They develop their strength and coordination as they help to sweep the leaves up. They also use their imagination by pretending to make sweets at the mud kitchen and the water tray. Younger children develop their balance as they pull themselves up in the small house or climb onto the rocker.

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need to do better?

3 December 2024 n Staff provide a good range of books. Children learn to enjoy stories and pictures. Even the youngest children often choose to engage with books on their own. Staff sensitively repeat what children have said to model correct pronunciation. Staff use songs and rhymes effectively to support children's language and their understanding in other areas of learning. For example, older children confidently join in with number rhymes. Younger children learn the names of their body parts. However, staff do not always sing slowly enough for the younger children to practise the new words that they are learning. n Children enjoy the home cooked meals and snacks that meet their individual needs. They help to prepare the fruit and vegetables. They also develop pleasant table manners. They explain how they wash the germs off their hands before eating. Children learn to follow a healthy lifestyle. n Overall, the premises, resources and daily routines provide a smooth flow to the

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need to do better?

day. For example, children easily help themselves to what interests them. Older children automatically go to wash their hands ready for lunch. They capably remove their outdoor shoes to cross the rugs where the babies play. However, there are occasions when the environment becomes busy and even a little stressful for some of the youngest children. This tends to be when children are grouped together so that staff can prepare snacks or lunch. Additionally, younger children do not access the outdoors as regularly as the older children. At times, this impacts on children's well-being.

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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 an even more consistently calm learning environment for children, for example by reviewing routines in more depth and how the various spaces are used n consider being more specific about the words and sounds children need to practise, so this can be more easily shared with others and incorporated into group times.

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Setting details

Unique reference number 2760095 Local authority North Yorkshire Inspection number 10366274 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 22 Number of children on roll 42

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reference number

Date of previous inspection 15 August 2024

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Information about this early years setting

Mill House Childcare registered in 2023 and is located in Cawood, North Yorkshire. It employs 11 members of staff, of whom eight are qualified at level 3 or above. The manager holds qualified teacher status. Mill House Childcare operates all year round, Monday to Thursday from 7.30am to 6pm and Friday from 7.30am to 5.30pm, except for bank holidays and family holidays. The nursery provides government funded childcare.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the nursery and discussed the early years curriculum. n The inspector spoke to parents 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 Children communicated with the inspector during the inspection. Older children spoke to the inspector about their nursery and what they like to do. n The inspector spoke with the manager and nominated individual about the leadership and management of the setting. n Staff spoke to the inspector during the inspection.

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Inspection activities

3 December 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

3 December 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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