Childcare on Domestic Premises, Full day care in Shropshire

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 Outstanding

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The provision is good

Children are flourishing at the setting. Staff provide an array of learning experiences for them. Children learn how to ride bikes outside. Staff support them to balance and teach them how to use the pedals to get the bike to move. Children also learn about a range of minibeasts. Staff have discussions with them about a spider's web and the body parts of a beetle. They provide children with new vocabulary, such as 'abdomen'. Staff routinely support children to count in sequence and to develop their knowledge of positional language, such as 'in front', 'behind', 'under' and 'on top of'. Babies and younger children have lots of space to develop their physical skills, including crawling, pulling themselves up and taking steps.

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The provision is good

Staff are very caring and nurturing. Consequently, older children show high levels of care and attentiveness towards their younger peers. Staff notice and respond to children immediately when they become tired or hungry. Nappy change procedures are strong and ensure children's privacy. Staff respond quickly to children when they require changing. Children who are toilet training receive lots of help and support. Staff routinely remind children of the rules and how they can play safely. They praise children for what they do well. This helps children to have an understanding of what is expected of them. Children behave well.

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need to do better?

n Leaders are keen for their setting to meet the needs of the children and families who attend. They take complaints seriously. Leaders keep robust records, detailing the action they have taken. There is a space available to hold confidential discussions with others. Leaders have taken steps to ensure this space is used where needed. n Leaders have developed an ambitious and varied curriculum. It is sequenced well to build on children's knowledge over time. This supports all children to make progress in their development. n Staff plan a wide range of learning experiences for children. Most children confidently and independently choose where they want to play. However, there are times when some children require more support to remain engaged and enthused. During these times, some children can lose focus. n Leaders place focus on children developing their communication and language skills. Staff read stories clearly and with lots of expression. Most children listen

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need to do better?

attentively to stories. Staff give them lots of opportunities to share their views on the story they are listening to. n Staff have plenty of opportunities to attend training. Leaders complete observations on their practice. They provide staff with feedback about their practice. This helps staff to continually develop their knowledge and

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need to do better?

14 May 2025 understanding. n Partnership with others is a key strength of this setting. Leaders work very closely with other professionals and settings. This helps to ensure children are kept safe. It also helps to ensure children receive the early help and consistency they require. n Leaders capture children's starting points through observations and discussions with parents. They continue to monitor children's development over time. Leaders take swift action to make referrals and seek advice where needed. They develop targets and action plans for the children. This helps to ensure children with special educational needs and/or disabilities receive the timely help they require. n Staff work closely with parents. Leaders offer advice and signpost families to external support in the local area. Staff keep parents informed about their children's development and their children's day. They gather views from parents

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need to do better?

and use these to make further improvements to the setting. Parents speak highly about the care their children receive. They explain that they can see the progress their children have made in their development. n Staff use a range of strategies to manage children's behaviour, including distraction, having rules and boundaries and reminding children of the rules. Leaders reflect on and refine strategies used to manage children's behaviour. This includes implementing a safe space for children to use when they are learning to self-regulate. n Staff provide a range of balanced meals for children. They ensure children have access to water throughout the day. Staff support children to stay safe as they play in warm weather, such as playing in shaded areas.

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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 staff to help children maintain high levels of engagement throughout the day, with an aim to ensure all children remain engaged and enthused to learn.

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Setting details

Unique reference number 2612406 Local authority Shropshire Inspection number 10400200 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 17 Number of children on roll 37

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Information about this early years setting

Kate Satoor Childcare registered in 2020. It is situated near Shrewsbury and operates as childcare on domestic premises. The setting operates all year round, from 8am to 6pm, Monday to Friday. It closes during some holiday periods, including Easter, over summer and over Christmas. The setting employs six members of staff. The childminder provides funded education for children of all ages.

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Inspection activities

n The inspector viewed the setting and discussed the safety and suitability of it. n The manager discussed how she organises the early years provision, including the aims and rationale for their early years foundation stage curriculum. 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 Staff spoke to the inspector about how they support children with SEND. n The inspector spoke to several parents and read their written views during the inspection. The inspector took account of their views. n Leaders provided the inspector with a sample of key documentation on request.

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Inspection activities

14 May 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

14 May 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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