Childcare on Domestic Premises, Full day care in Kent

Report for childcare on domestic premises

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Overall effectiveness Requires improvement

The quality of education Requires improvement Behaviour and attitudes Requires improvement Personal development Requires improvement Leadership and management Requires improvement Overall effectiveness at previous inspection Not applicable

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The provision requires improvement

Staff warmly welcome children into the setting, creating a calm and nurturing atmosphere, where children arrive happy and settle quickly to play. They are attentive to children's needs and plan a broad, balanced curriculum with clear intent. By thoughtfully designing the environment around children's interests and learning goals, staff ensure that activities are both engaging and purposeful. For instance, they provide water play for children who enjoy sensory exploration. As a result, children enjoy their time in the setting, form strong friendships and build warm, caring relationships with staff.

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The provision requires improvement

Staff support children by providing a familiar daily routine, which helps them feel secure and confident. They encourage children to make choices in their learning, such as deciding whether to play indoors or outdoors. This means children generally behave well. However, at certain times of the day, such as before lunch, staff are not always able to engage children effectively, as they are occupied with tasks that take them away from direct interaction. This lack of engagement impacts children's behaviour and limits opportunities for learning and development during these periods.

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need to do better?

n Staff feel well supported in their roles. They report they have high well-being and manageable workloads. Staff have regular supervision to discuss their professional development. Although the management team provide support, training and coaching to staff, they do not routinely monitor the impact of this to ensure all staff have the skills and knowledge to consistently fulfil their roles. This impacts on the effectiveness of practice. n Staff provide effective support for children with special educational needs and/or disabilities. They ensure they make referrals to outside agencies for children who need additional support. This helps them get the support they need to make appropriate progress in their learning. n Children's early mathematical skills are developing well. Staff count and look at written numbers with children. They use language such as inside and on top when playing in the mud kitchen. Children use the knowledge they have gained

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need to do better?

during their play. For instance, when playing a fishing game, they identify when two fish are the same. These experiences give children a good base for their next stage in learning. n Children have a positive attitude to learning and behave well. For example, when playing outdoors, they wait to walk over a plank. They ask for support initially, but keep trying until they are confident enough to complete the task by themselves. They proudly show staff they have achieved what they set out to do. This successfully supports their confidence and perseverance skills.

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need to do better?

30 September 2025 n Children are beginning to learn about healthy lifestyles. They are offered healthy snacks, such as fruit and home-cooked lunches. However, the support for them to learn about good hygiene is weaker. Children understand they need to clean their hands before they eat. However, the management team has not identified that staff do not follow good hygiene themselves, such as when serving children cut fruit. This does not set a good example to children. n The management team undertakes some reviews and reflects on what they offer children. They have a vision of the skills and knowledge they wish children to learn before they move on to their next stage of learning. However, monitoring is not always effective in identifying any weakness, such as in the daily routine. This impacts on the experiences children are offered. n Parents are happy with the care and education their children receive. They

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need to do better?

comment on progress they have made since starting at the setting. Parents welcome the outings and experiences their children are offered. The setting shares regular progress updates with them and how to continue learning at home. This promotes a joined-up approach to children's learning.

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Safeguarding

The arrangements for safeguarding are effective.

p.3

Safeguarding

There is an open and positive culture around safeguarding that puts children's interest first.

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Due date

provide effective supervision and training to make sure staff have an understanding of their roles and responsibilities 30/10/2025

p.3

Due date

ensure half of all staff working in the baby room have suitable training for working with children under the age of two years. 30/10/2025

p.3

should:

n support staff to understand the setting's hygiene policies and implement them consistently

p.3

should:

30 September 2025 n review the daily routines to ensure children are supported and engaged.

p.3

Setting details

Unique reference number 2785932 Local authority Kent Inspection number 10421688 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 26

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reference number

Date of previous inspection Not applicable

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Information about this early years setting

Buttercups is based in domestic premises in Ramsgate, Kent. It operates Monday to Friday, from 7am to 6pm, for 48 weeks of the year. The setting currently employs seven members of staff, four of whom hold a relevant qualification at level 3 and above. This includes one member of staff who has a relevant qualification at level 6. It is in receipt of funding for the provision of early education for children aged two, three and four years.

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Inspection activities

n The manager and inspector completed a learning walk together and discussed the early years curriculum. n The inspector held discussions with the manager about how she plans to meet the individual learning needs of the children. n The inspector carried out a joint observation with the manager. n The inspector spoke to staff and children at appropriate times during the inspection. n The inspector observed the interactions between staff and children, both indoors and outdoors. n The inspector reviewed written testimonials from parents during the inspection.

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Inspection activities

30 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

30 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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