Setting 2854815

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

Children benefit from a warm and friendly team of staff who know them well. Staff take time to settle children and build strong relationships with them. This supports children's emotional well-being effectively. Children show that they feel secure. They hold up their arms for cuddles and smile and giggle as staff play with them. They benefit from a stimulating and well-organised environment where they are given the freedom to explore. Children delight in splashing and pouring during water play. Staff gently describe what is happening as they play. This helps to build children's vocabulary in a way that is fun and easy to remember.

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The provision is good

Children develop confidence in walking. They are encouraged to take appropriate, well-supervised risks, such as climbing small steps in the soft-play area. Staff provide sensitive support for those children who are learning to walk, enabling them to participate fully in the wide range of experiences on offer. Fun activities, such as making marks with paint and water and using a range of different tools, help children to strengthen their hands and prepare for future writing.

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The provision is good

Children's behaviour is good. They demonstrate sound levels of concentration and engagement for their age. Puppets and other resources are used effectively to capture children's interest and promote cooperation and sharing. Children participate with excitement in interactive games, such as peekaboo with colourful scarves. They show their delight through clapping, waving and smiling. Children are curious learners who show a great eagerness to explore and acquire new knowledge.

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need to do better?

n Staff provide children with a broad and balanced curriculum. They provide activities that follow children's individual interests and next steps. Staff plan adult-led activities, such as exploring sensory materials. This helps children to learn about the world around them. Staff interact well with children and motivate them to learn. However, at times, they miss opportunities to extend and challenge children's learning, to help them become fully engaged in their play. n Clear routines provide children with a strong sense of security and consistency. Transitions are well managed, supporting children to feel safe and secure as they move between activities. Overall, staff's interactions are warm and nurturing. However, at lunchtime, the deployment of staff does not consistently support meaningful engagement with all children. This reduces the opportunities for some children to practise their social, emotional and language skills during these

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need to do better?

daily routines. n Older babies are building independence and self-care skills as they wipe their

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need to do better?

2 September 2025 faces and wash their hands ready for lunch. They confidently choose their own play and engage in physical activities that promote both large and small motor development. For example, they move through a ball pit, stack wooden bricks and solve problems when playing with shape-sorting games. n Overall, staff support children's communication and language throughout the setting well. They encourage children to sing familiar songs with actions, which helps to support their early language development. Children learn to make choices by recognising visual prompts linked to each song, encouraging confidence. Staff use books and songs well throughout the day. They model words and simple sentences clearly for babies, who confidently express themselves through gestures, sounds and first words. n Managers and staff provide a safe and secure setting. They make good use of risk assessments to help identify and minimise any hazards within the

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need to do better?

environment. n Staff work closely with parents and professionals involved in children's care. They regularly liaise with them to seek advice, review children's progress and set children learning and development goals. n Managers place a strong emphasis on staff well-being and have established a positive workplace culture. Staff report feeling valued and well supported. This contributes to good levels of morale and creates a nurturing environment that has a positive impact on children's experiences. Managers implement well- targeted ongoing training, which strengthens staff expertise and further enriches the quality of education and 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 make the most of all opportunities and experiences that arise to extend and challenge younger children's learning, to help them engage even more in their play n ensure that staff deployment at lunchtime enables responsive interaction with children to further support communication, emotional regulation and relationships.

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Setting details

Unique reference number 2854815 Local authority Essex Inspection number 10419077 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 15 Number of children on roll 15

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Roland Lodge Daycare LTD registered in 2025 and is situated in Canvey Island. The setting employs 13 members of childcare staff, nine of whom hold early years qualifications at level 2 or above. The setting opens from 7.30am to 5.30pm, Monday to Friday. The setting offers government funded places for all eligible children.

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Inspection activities

n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Staff spoke with the inspector at appropriate times during the inspection. n The inspector observed the quality of education being provided and assessed the impact that this was having on children's learning. n The manager and inspector completed a joint observation and, together, they evaluated this. n The inspector looked at relevant documentation, including the suitability checks of all adults working in the setting.

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Inspection activities

2 September 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

2 September 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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