Childcare on Domestic Premises, Full day care in Lincolnshire

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

Younger and older children have opportunities during the day to play together, helping to build on their social skills. Furthermore, children learn the names of their peers when they play games. For example, staff ask children to say their friend's names before rolling a ball to them. Children with special educational needs and/or disabilities are supported well by staff. Partnership working with other professionals enables staff to identify and implement individual children's targets to meet their care and learning needs.

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The provision is good

Older children learn the names of 3D shapes. For example, when they use construction blocks to create shapes, staff tell them they are called cubes and cuboids. Children are supported to develop their physical skills. Additional funding is used to purchase additional equipment in the garden to support older children's movement and coordination. Older children show their balance as they walk across wooden planks in the garden. Less confident children hold on to staff's hand for support and to help promote their safety, while more confident children complete this on their own. When older children climb on furniture indoors, staff gently remind them to sit down or else they might fall off. This contributes to helping children to understand the rules and possible consequences of their behaviour.

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need to do better?

n Staff support children to learn about oral health. For instance, staff hold discussions with children about cleaning their teeth and their experiences of visiting a dentist. Children show their imagination and play with pretend teeth in their role play. Older children say that they brush their teeth every day. n Children have opportunities to revisit familiar stories in their interactions with staff and self-chosen play. For example, children sit well to listen to a story about goats and a troll. When children play outdoors, they wear masks as they pretend to be different characters in the story. Children move over a bridge, acting out the parts of the story they remember. This contributes to children developing their literacy skills and bringing the story to life. n Staff plan a curriculum to encourage children to be independent. For example, older children make choices about what healthy snacks they would like to eat.

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need to do better?

Staff ask children to pour their own drinks and to use knives safely to spread butter on crackers and toast. n Staff are supported to extend their professional development. Recent training helps staff to develop their knowledge of how to provide different activities to support children's physical development. This includes offering younger children experiences to pull scarves out of balls. n Older children show an enjoyment of playing in the nursery garden. Staff support older children to build on their knowledge of insects. When children

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need to do better?

12 February 2025 show excitement to find insects under logs, they are supported to understand that the insects are hiding because of the cold weather. However, learning opportunities for younger children outdoors are limited. This means that they are not able to explore and investigate as much through their play. n Staff encourage children to take responsibility for certain tasks in the nursery. For example, when staff ask children to help tidy away toys from a table in preparation for snack time, this entices other children to help. Children work as a team when staff give them cloths to wipe the table, helping to provide a clean and hygienic environment. n Children are keen to join activities that staff plan for them. However, occasionally during planned activities, staff do not support all children to build on their individual learning. For example, when staff ask children questions, children share what they already know and are not supported to extend their knowledge

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need to do better?

further. n Overall, staff support children's communication and language skills well. For example, when younger children explore the texture of jelly, staff sing a song about jelly on a plate and use descriptive words to describe how it feels. This helps younger children to learn words to support their understanding of what they see and feel. Older children confidently sing songs into toy microphones in the garden with their peers. Parents say how they have worked in partnership with staff to continue their children's speaking skills at home.

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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 strengthen the opportunities offered outdoors, to increase the range of learning for younger children n support staff to build on the individual learning needs of children during planned activities.

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Setting details

Unique reference number 2707349 Local authority Lincolnshire Inspection number 10380110 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 16 Number of children on roll 30

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

The Cottage Childcare registered in 2022 and is situated in Lutton, Lincolnshire. The nursery employs six members of childcare staff. Of these, three hold appropriate early years qualifications at level 3 or above. The nursery opens from Monday to Friday, all year round. Sessions are from 7.45am until 6pm. The nursery provides funded early education for children aged nine months upwards.

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Inspection activities

n The manager and the inspector completed a learning walk together of all areas of the nursery and discussed how staff implement the curriculum. n The inspector observed the quality of education during activities, indoors and outdoors, and assessed the impact this has on children's learning. n Children spoke to the inspector throughout the inspection. n The inspector spoke with staff at appropriate times throughout the inspection. n The inspector carried out a joint observation of an activity with the manager. n The inspector held a meeting with the manager. She reviewed relevant documentation and evidence of the suitability of staff working in the nursery. n Parents shared their views about the nursery with the inspector.

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Inspection activities

12 February 2025 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

12 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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