Fundamentals Childcare Limited

Inspection of Fundamentals Childcare Limited Keble Road, Bicester OX26 4TP

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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

Children arrive excited for their time at this welcoming and nurturing setting. Children who have recently started, separate well from their parents and confidently explore the activities available. Staff gather appropriate information from parents when children first start, to support their understanding of children's needs and routines. This means children settle well.

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The provision is good

Staff have high expectations for children's behaviour and are good role models. Children show they understand the routine and what is expected of them as they happily move around the setting and explore a wide range of activities and resources. Children of all ages play together well and show kindness. Staff plan activities that engage and excite children. For example, children show great excitement as they wait for the biscuits they have made to cook. If staff identify gaps in children's learning targeted support is put in place. Staff work with families and other agencies to provide support for children with special educational needs and/or disabilities. This means all children make good progress from their starting points.

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The provision is good

Children have ample time to be outdoors and develop new physical skills. The well- planned and inviting outdoor spaces provide children with exciting areas to explore. For example, younger children show pride as they balance on logs. Older children use scissors to cut the fresh herbs they have picked. They skilfully chop the herbs and are proud to show their achievements.

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need to do better?

n Leaders and managers have planned a curriculum to support children to achieve in all areas of learning. They review this regularly to ensure they are meeting all children's needs. Staff complete observations and assessments of children. They use this information to plan effectively for children's individual next steps in learning. As a result, children make good progress. n Staff are supported well and happy in their roles. Managers monitor staff practice through observations and meet with staff regularly, both one to one and as a team, to identify strengths and areas for improvement. Managers use this information to identify future training to further enhance the quality of teaching and care provided for children. n Staff plan a range of creative and sensory activities which children explore with excitement. For example, children enjoy creating pictures using paint pens. Outdoors, children skilfully pour water into jugs, they mix granules with water

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need to do better?

and staff ask them about the smell and texture. However, at times, staff are not clear on the intent of activities and how these can be adapted to ensure children are being appropriately challenged. This means, at these times, some children's

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need to do better?

13 February 2025 learning is not as successful as it could be. n Staff engage children with books and stories. They use puppets to support children to be part of the story telling. Children choose books to look at independently and with staff. As a result, children develop a love of books and reading. n Mathematics is supported well. During activities, staff count with the children and use mathematical language. For example, while children pour water into containers, staff use language such as 'heavy' and 'light'. Throughout the day, staff sing counting and action songs that engage all children. Children show delight as they join in with singing 'five little speckled frogs'. This means children are gaining an understanding of early mathematical concepts. n Overall, communication and language is supported well. Younger children are introduced to new words and staff extend their sentences by repeating and

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need to do better?

adding one more word. Older children show they are confident communicators and staff ask questions to extend their thinking. However, support is not consistent and at times, staff do not give children the time needed to think and respond to questions. At these times, children do not make the best progress in their communication and language skills. n Children's personal, social and emotional development is supported well. Staff support children to understand their feelings and the feelings of others. If children struggle in this area, staff put together plans which are effective in supporting children to understand about positive interactions. As a result, children share and take turns well. n Staff build strong relationships with parents. Regular feedback provides parents with information regarding their child's day and how they are progressing with their development. Parents are happy with the quality of care provided.

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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 all staff to have a clear understanding of the curriculum intent and impact of activities to focus precisely on the challenges set for children of different ages n strengthen staff skills to consistently give children time to think and respond to questions to support children's communication and language skills even further.

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Setting details

Unique reference number EY553799 Local authority Oxfordshire Inspection number 10380263 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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Total number of places

Number of children on roll 26 Name of registered person Fundamentals Childcare Limited

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reference number

Telephone number 07758395308 Date of previous inspection 3 June 2019

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Information about this early years setting

Fundamentals Childcare Limited registered in 2018. It is located in Bicester, Oxfordshire. The nursery is open Monday to Friday, from 7.30am until 6pm. It is in receipt of funding for the provision of free early education for children aged two, three and four years. The provider employs eight staff and seven of these hold relevant qualifications between level 2 and level 5.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children spoke with the inspector during the inspection. 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 The inspector observed the interactions between staff and the children. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed 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

13 February 2025 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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