Setting 2789740

Childcare on domestic premises

Unique reference number (URN): 2789740 Registered with Ofsted: 21/06/2024 Registers: EYR, CCR, VCR

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Leaders recognise the importance of good attendance and punctuality for children's learning and wellbeing. They work closely with families to promote consistent routines and monitor attendance carefully, addressing any concerns promptly. This ensures that all children receive continuity in their learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff promote a positive environment and are good role models to children. Children build warm and trusting relationships with staff. They offer an abundance of praise to recognise children's achievements, such as when children take steps independently to practise walking. Staff beam with smiles and offer positive praise. This boosts children's self- esteem and supports them to develop a positive attitude towards learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to develop respectful relationships with each other. For example, staff support children to take turns with the spoons to scoop the cereal from the tray and share books with each other. Children are kind individuals.

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Children's welfare and wellbeing Expected standard

Leaders create a welcoming environment where children develop a sense of belonging. Staff know children well and provide care that meets individual needs. Nurturing relationships between key persons and children form the foundation of the setting's approach. Babies and children seek reassurance and guidance from their key person. For example, babies cuddle their key person when upset, and staff support them sensitively into activities. These attachments help children settle quickly and promote their wellbeing.

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Children's welfare and wellbeing Expected standard

Children are supported in developing their physical skills. For example, they squeeze dough and grasp pieces of citrus fruit in their hands. They have opportunities to build their gross motor skills outdoors. For instance, younger children are encouraged to pull themselves across the bridge, which helps strengthen their core muscles. Children wash their hands before mealtimes and make healthy food choices. Mealtimes foster good manners and interactions. Healthy habits are promoted effectively.

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Children's welfare and wellbeing Expected standard

Children's emotional wellbeing is well supported. Leaders and staff support children to develop resilience through activities such as yoga and breathing exercises. These practices enhance children's self-regulation and core strength. Furthermore, opportunities for generational learning, such as visits to a local care home, allow children to engage with older members of the community. This helps children to foster empathy, respect and social understanding. Staff help children to recognise, express and manage their emotions through daily routines and conversations, encouraging them to talk about how they feel.

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Inclusion Expected standard

Leaders and staff embrace children's individual needs within this welcoming and inclusive setting. They take a proactive approach to inclusion by observing and identifying children's needs at an early stage and take action when gaps are identified. In addition, leaders and staff have attended relevant training, enabling them to develop an understanding of children's specific needs. Leaders and staff apply this training to plan and implement targeted support that helps children to make progress in their development.

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Inclusion Expected standard

Leaders and staff adapt routines, resources and interventions to remove barriers to children's learning. For example, they provide smaller group sessions to support children's speech and language development. These targeted approaches make a sustained difference to children's progress.

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Inclusion Expected standard

Partnership working is effective. Leaders and staff work closely with parents and a range of professionals to plan and deliver targeted support. This ensures that recommendations from external professionals are implemented. For example, staff collaborate with physiotherapists to understand children's physical needs and deliver appropriate interventions. This supports children's ongoing physical development.

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Leadership and governance Expected standard

Leaders are passionate about providing an inclusive setting and ensure that children who are disadvantaged or have special educational needs and/or disabilities (SEND) receive the support they need to thrive. Leaders have a clear understanding of the strengths of the provision and accurately identify areas for development. They take effective steps to address these, such as introducing regular supervision sessions and peer observations to provide constructive feedback to enhance staff's practice and their understanding of the curriculum.

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Leadership and governance Expected standard

Staff receive targeted professional development, including recent training focused on supporting children with SEND. This has strengthened staff confidence and improved their ability to meet the individual needs of all children. Leaders are mindful of staff wellbeing and workload, creating a supportive environment where staff feel valued and able to carry out their roles effectively. Staff report feeling happy, supported and listened to.

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Leadership and governance Expected standard

Leaders engage positively with parents and external professionals to maintain continuity in children's learning. Parents speak highly of communication within the setting and appreciate that staff share their child's next steps, enabling them to support learning at home.

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Achievement Needs attention

Children make some progress in this setting. For example, they show confidence in their own individual play as they scoop cereal from the tub into funnels and bowls. This supports the development of their concentration, independence and physical coordination.

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Achievement Needs attention

Children experience a curriculum that introduces them to more than one language. From an early age, they become familiar with Spanish words and phrases, which helps them to recognise that people communicate in different ways. Older children are able to communicate their needs and ideas clearly in English and show confidence when speaking with adults and their peers. However, younger children have fewer opportunities to develop their English language skills. They do not consistently hear or use a wide range of English vocabulary during play and routines. As a result, younger children are less able to build sentences, extend conversations or confidently use new words in English. This limits how well they can express their ideas and needs as they play and learn. Consequently, children do not make good progress in their language development that would support their future learning.

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Curriculum and teaching Needs attention

Leaders use children's starting points to plan the curriculum. However, staff do not fully understand the key skills they intend for children to learn. In addition, the curriculum is not always implemented or sequenced effectively. Staff provide activities that support children's interests. For example, children show confidence as they use tweezers independently to place baubles on a tray. However, staff do not always provide children with activities that build succinctly on what children know and can do. As a result, some activities lack a clear purpose. For instance, during dough play, staff complete tasks for the children rather than support them to explore and develop their own skills. This often leaves children distracted and does not maximise their physical, personal, social and emotional development.

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Curriculum and teaching Needs attention

That said, children demonstrate a clear passion for books. Older children read to one another, point to pictures and invent their own stories. They handle books with care, turning pages gently and returning them to the shelf independently. Staff read with enthusiasm, using props to engage children in stories and songs, encouraging them to join in with key words and phrases. This fosters a strong love of reading and supports children's language development.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Leaders create a welcoming environment where children develop a sense of belonging in this unique bilingual setting. Children's cultures are celebrated and reflected. For example, staff sing a welcome song to children in their home language. In addition, children are encouraged to teach their friends simple words in their home languages. This helps children to develop a positive sense of identity and enables them to flourish. Children demonstrate they feel safe and happy at this setting. They build secure relationships with their key person. Attendance is promoted and, as such, children separate from parents with ease, enter with big smiles and quickly engage in play and learning.

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Inspector:

Danielle McEwan Staff support children to understand inclusion from the start. For example, staff adapt resources and teaching strategies to reflect each child's needs and learning style. They help children to understand how some aspects of routines need to be adapted to support children with special educational needs and/or disabilities (SEND). This helps children to develop understanding and positive relationships with their peers.

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Inspector:

All children, including those with SEND, are independent learners. On arrival, they take off their coats, hang them up and put away belongings. They choose activities and take responsibility for their environment, clearing bowls and wiping mats. They show an understanding of the routine. Children demonstrate key skills they will need for the future. However, although leaders plan a curriculum that supports independence and children's interests, staff do not consistently implement the key skills they intend for children to learn, and activities are not always sequenced effectively to build on what children already know and can do. As a result, some children do not make consistently good progress across all areas of learning.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following action by the assigned date:

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About this inspection

The inspector spoke with leaders, staff and parents during the inspection.

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About this inspection

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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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About this setting

Local authority: Cheshire West and Chester

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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