Childcare on Domestic Premises, Full day care in Camden

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 Good

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The provision is good

Children are happy and settled at this setting. They form strong bonds with each other and the caring staff team. This helps them to become emotionally secure. Children receive a warm welcome on arrival and separate with ease from their parents and carers. They interact confidently with their peers and talk with visitors about what they are doing.

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The provision is good

Children behave well and follow instructions. They tidy away resources and line up to get ready for outdoor time. Staff promote children's independence as they encourage them to put on their coats. Staff are positive role models. They gently remind children about the 'golden rules' of the setting, praise children's efforts and achievements and promote good manners. Children play together cooperatively, share, take turns and are kind to each other.

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The provision is good

Staff plan a stimulating and engaging curriculum for all children. Older children take part in treasure hunts to learn about different natural items. Babies are fascinated by sensory experiences, such as rolling mirrored balls. Children sing songs in different languages, learn where countries are on a globe and learn to recognise their flags. Staff take children for walks in the local community, such as the library, local shops and park. This supports children to gain respect and awareness of others.

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need to do better?

n Staff know children well. They use observations and assessments to identify where children are in their development and their next steps. Staff work closely with parents and other professionals to ensure every child is getting the right support. They organise the provision to meet children's specific individual needs. This enables all children to make progress and to feel included and valued. n There is a strong focus on communication and language. Staff consistently talk to children, narrate their play and ask questions to ignite their curiosity. Children are exposed to a rich vocabulary. They comment about the 'shiny reflection' of the sun on windows and how leaves 'flutter like butterflies'. n Staff support children to understand their emotions. They ask older children to explain how they are feeling each morning. Staff encourage babies to look at their reflection in mirrors and describe their features. This helps children to

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need to do better?

develop a sense of self. n Children learn about healthy habits. Staff talk to children about nutritious food choices. Children are encouraged to drink water throughout the day and comment that water is 'refreshing'. They benefit from fresh air and energetic play daily. n Children show good physical skills and coordination. Older children competently

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need to do better?

2 April 2025 hit balls with table tennis bats while playing a 'turnball' game. Babies are encouraged to pull themselves up to standing. This helps them to develop core strength and take their first steps. n Staff interweave mathematical concepts in children's play. Children skilfully count, compare size and use numbers during their everyday activities. For example, they learn to recognise numerals as they draw them on the garden floor in preparation for a game. n Parents are delighted with the progress their children make at the setting. They appreciate the individual attention their children receive from the caring staff. Parents comment that they feel 'very lucky to have a place here' and return with siblings. Staff share ideas with parents of activities to do at home with their children. This ensures continuity of learning. n Children have a positive attitude towards learning and enjoy a range of activities

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need to do better?

planned around their interests and needs. However, the organisation of the environment means that children cannot always help themselves to some of the resources. This limits their opportunities to lead their own learning. n Staff link stories to hands-on experiences. This supports children to develop a love of books and helps them to learn and remember. Children speak confidently about how they planted beans and recall that this came after they read the 'Jack and the Beanstalk' story. n Leaders reflect on the provision. They provide relevant training and meet with staff to support them in their roles to improve the setting for children. Staff say that they like working at the setting and feel valued as part of the team.

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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 review the organisation of some areas of the learning environment so that children have more opportunities to access resources themselves and lead their own play further.

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Setting details

Unique reference number EY552333 Local authority Camden Inspection number 10205659 Type of provision Childcare on domestic premises Registers Early Years Register Day care type Full day care

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inspection

Total number of places 16 Number of children on roll 16

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reference number

Date of previous inspection 4 August 2021

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Information about this early years setting

Rainbow House Children registered in 2017. The setting is situated in the London Borough of Camden. They operate Monday to Friday, from 8.30am until 5.30pm, for 48 weeks a year, excluding bank holidays. The setting employs six members of staff. Of these, four hold appropriate early years qualifications between level 2 and level 6.

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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 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 manager and the inspector carried out a joint observation during group activities. n Children spoke to the inspector about what they enjoy doing while at the setting. n The inspector spoke with the nominated individual and the registered individual about the leadership and management of the setting. n Parents shared their views of the setting with the inspector. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff.

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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

2 April 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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