Karebears Childcare

Inspection of Karebears Childcare Ryesland Way, Creech St. Michael, TAUNTON, Somerset TA3 5TA

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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 parents at the door, and parents share good information to enable staff to know children's needs that day. Children quickly settle and are eager to chat to staff and engage in the activities. Staff are gentle and reassuring with babies and children so they feel emotionally secure, underpinning their ability to learn.

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The provision is good

The ambitious curriculum and well-organised environment motivates children to become active learners. For example, babies pull themselves up to a tough tray to explore the edible sand. They crawl to resources that grab their attention, such as technology toys, pressing buttons and showing wonder when they find out what they can do. Older children choose where they prefer to play indoors or outdoors, developing a positive attitude to learning, such as eagerly joining a music and movement session in the garden. Children develop their physical skills and critical thinking as staff help them to work out how to wrap parcels. They are motivated to keep trying, extending their concentration effectively.

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The provision is good

Staff know how to sequence children's learning so, step by step, children make good progress. For example, babies and young children learn to use scoops and spoons so that by pre-school they can manage tongs and pincers, picking up small items confidently. Staff prepare children well for their next stage of learning and eventual move to school.

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need to do better?

n The new management team lead the setting successfully and have a strong staff team who work well together. Leaders support staff effectively in making meaningful observations of children's development. This enables them to know the children well and plan appropriately for their individual learning needs. Staff adapt activities accordingly so that all children benefit, including those with special educational needs and/or disabilities (SEND). n Children of all ages enjoy stories, independently and with staff, indoors and outdoors. They listen and concentrate, engaging appropriately. Staff model language, add vocabulary and help older children to recall previous learning. Staff help them to use mathematical language in their play, such as knowing a container is 'full' or 'empty' and predicting how many scoops will fill it. They count with babies and sing number rhymes. n Children behave well, and babies are happy. They all have lovely relationships

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need to do better?

with each other and staff, happily going for cuddles, knowing they will get a welcome response. Staff support older children effectively in managing their emotions and behaviour. Children eagerly take part in their self-chosen activities, listening well to instructions and taking pride in their achievements. For

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need to do better?

11 December 2024 example, children with SEND exclaim, 'I did it!' and babies search, smile and point when asked, 'Where is it?' n Staff provide good support to help children become independent. For example, older babies find their own coat and older children manage to put it on and help with the zip. Staff work closely with parents to support children's use of the potty and toilet so older children manage their personal needs successfully. Children pour drinks, peel fruit and butter their crackers at snack time, supporting their skills even further. n Children have good experiences to develop their awareness of safe and healthy practices. For example, they learn to cross the roads safely on outings and climb to a height they feel safe. Children help themselves to drinks of water and wear coats in cold weather. Staff engage them in talking about healthy eating and care of their teeth. n Leaders provide good role models for staff and are committed to providing a

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need to do better?

high-quality provision. They observe staff's interactions with children and feedback on ways to improve. They help staff to evaluate their own practice and attend training to help ensure that all children receive good quality teaching. However, staff do not always use good-quality open-ended questions with older children or give babies enough time to engage in babbling. n Parents are incredibly positive about the setting, confirming how well their children are progressing. They share important information to support children's care and development at home and at the setting. Leaders contact other settings children also attend if children have SEND or if leaders have any concerns, although this is not consistent for all children. Parents appreciate how staff work with them to support children's behaviour and potty training. Parents comment on the setting being a 'home from home' for their children.

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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 focus staff development on giving babies enough time for babbling and building on ways to ask older children questions to enhance their thinking and language skills even further n strengthen partnerships with other settings children attend to plan more consistently for all children's next stages of development.

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Setting details

Unique reference number EY455304 Local authority Somerset Inspection number 10368087 Type of provision Childcare on non-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 36 Number of children on roll 52 Name of registered person Davey, Karen

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reference number

Telephone number 01823 444422 Date of previous inspection 7 March 2019

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Information about this early years setting

Karebears Childcare registered in 2013 and operates in the village of Creech St Michael, near Taunton, Somerset. The nursery employs 12 members of childcare staff,, including the owner. Of these, six hold early years qualifications at level 3 and two hold qualifications at level 2. The nursery opens from Monday to Friday, for 51 weeks a year. Sessions are from 7.30am until 5.30pm. The nursery provides government funded places.

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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 convenient times and observed the quality of teaching, indoors and outdoors, assessing the impact this was having on children's learning. n The manager and inspector conducted a joint observation of the quality of teaching and learning during a free-choice activity with older children. n The inspector spoke with parents and children and took account of all their views. n The manager and inspector discussed the leadership of the setting, and the inspector sampled documentation, including evidence of the suitability of staff working in the nursery.

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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

11 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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