Childcare on Domestic Premises, Full day care in Wokingham

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 Requires improvement

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The provision is good

Children are warmly welcomed by caring staff who know them well. Staff carefully consider the learning environment, ensuring children can engage in a wide range of fun and interesting activities. For example, babies explore spring colours and their senses, as they poke and prod different textures, such as play dough, shredded paper and cooked spaghetti. Staff in the toddler room make a good use of books. Toddlers show a great interest in familiar stories and are supported to retell these using props. Older children extend their understanding of the world as they hunt for wildlife in the garden areas. Children form positive relationships with staff and are confident in their play. Babies have very good bonds with key staff. They confidently approach them for support and reassurance. Effective settling-in procedures mean that new children settle quickly.

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The provision is good

Children behave well and respond appropriately when staff gently remind them to use good manners and follow the behaviour boundaries. Staff are great role models and consistently praise the children so they understand what is expected. Children display patience, kindness and respect towards their peers. Children adore the opportunities they have to explore the farm areas and play outside. Children develop their physical skills as they play on the climbing frame, splash in the water tray, enthusiastically pedal the tricycles or dig in the sand area.

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need to do better?

n Since the last inspection, leaders have worked hard to make changes in the setting. Staff are more confident and provide consistently good interactions to all children, including those with special educational needs and/or disabilities (SEND). Furthermore, staff continually follow good hygiene practices. n Staff provide an interesting and varied curriculum that supports children's curiosity, independence and knowledge of themselves. Staff have a good understanding of their key children. They observe, evaluate and set realistic targets for each child's development. They use this knowledge to support and challenge children to help them meet the next stages in their learning. n There is a good focus on supporting children's communication and language skills. Staff communicate very well with the children to encourage their language. Children benefit from lots of conversations. Staff narrate what they are doing and listen to what children have to say. Older children communicate

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need to do better?

using complex sentences and new vocabulary that they have learned. n Babies enjoy stimulating activities, and staff support them well. Babies have their own dedicated space, where they can move freely around, confidently selecting and exploring the resources. Staff plan the environment well to enable babies to investigate a range of equipment to support their mobility skills, such as crawling along the raised tunnel and slide.

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need to do better?

3 March 2025 n Older children enjoy developing their small-muscle skills. For example, they are excited to taste home-made bread. They learn how to safely hold their knives in order to butter and cut their bread. Children talk about the smell of the bread and say it is 'delicious' and 'tasty'. n Children with SEND make good progress at the setting. There are good systems in place to ensure that children receive swift and targeted support. Staff are trained to use sign language during conversations and play, to ensure that all children are able to communicate their needs. n Staff complete mandatory training. They attend staff meetings and discuss best practice. However, the programme of professional development is not sharply focused on developing staff's wider training skills even further. Furthermore, some staff are not confident of when to ask for additional help, to support them in the smooth running of daily routines.

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need to do better?

n Leaders have an accurate overview of the quality of the setting and put children at the heart of everything. They have a clear understanding of the strengths and areas for development. Staff are very well supported by the passionate and dedicated provider. She is keen to take on any local initiatives and schemes that will benefit the children and support staff knowledge and practice. Staff feel happy and secure in their roles. n Staff build effective and supportive relationships with parents. They work closely together and share regular information. This supports parents to build on children's learning at home. Parents are full of praise for the provider and her team. They say that the 'staff are lovely, approachable and go an extra mile and they cannot thank them enough'.

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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 identify further training that has a specific focus on staff practice to be strengthened in order to sharpen professional development opportunities n empower staff to collaboratively communicate to refine the organisation of some daily routine activities and ensure the smooth running of the provision.

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Setting details

Unique reference number EY546486 Local authority Wokingham Inspection number 10341069 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 47 Number of children on roll 72

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reference number

Date of previous inspection 14 March 2024

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Information about this early years setting

Jackie Chards Childcare registered in 2017. It operates from domestic premises that are located on a farm in Wokingham, Berkshire. The setting is open from 7.45am to 6pm, Monday to Friday for 49 weeks of the year. There are 10 staff members who work regularly with the children. Of these, eight hold appropriate early years qualifications at level 2, level 3 and level 4. The deputy manager holds a qualification at level 5. The setting provides provides government funded early education to eligible children between the ages of nine months and four years.

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Inspection activities

n The inspector assessed how well leaders and staff understand and implement the setting's policies, and how they support children's learning. n The inspector observed activities in the three main base rooms and garden. She talked to staff about the progress individual children are making and what they want the children to learn. n The provider, who is also the manager, and the inspector completed a learning walk across all areas of the nursery to understand how the early years provision and the curriculum are organised. n A joint observation was carried out by the inspector and the provider. The inspector observed interactions between staff and the children and the impact these have on children's learning. n The inspector checked evidence of the suitability and qualifications of staff working with children. n The inspector reviewed relevant documentation, including the arrangements for paediatric first-aid training. The inspector had a discussion with leaders about

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Inspection activities

the evaluation of the setting and plans for improvement. n The inspector read written feedback, spoke to parents and children during the inspection and took account of their views.

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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

3 March 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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