Setting 2748761

Childcare on domestic premises

Unique reference number (URN): 2748761 Registered with Ofsted: 01/08/2023 Registers: EYR

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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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Achievement Strong standard

Children make secure progress from their starting points across all areas of learning. Babies develop increasing curiosity, attention and confidence as they engage with people and their surroundings. For example, babies were observed crawling towards resources of interest, pulling themselves up using low-level furniture and reaching out to explore sensory materials, demonstrating growing physical coordination and core strength. Babies respond to familiar adults with smiles and vocalisations and show sustained interest during songs and interactive play.

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Achievement Strong standard

Toddlers develop early communication skills, independence and positive attitudes to learning. They join in with action rhymes, name familiar objects during stories and use simple words and phrases to express their needs, such as requesting 'more'. During role- play and group activities, toddlers follow simple instructions, gather resources cooperatively and remain engaged for sustained periods. They use early mathematical language, such as counting objects and recognising differences in size and colour during play.

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Achievement Strong standard

Children facing barriers to learning, including those with additional needs or special educational needs and/or disabilities, make secure progress because support is timely, well matched and consistently reviewed. Children develop the foundational knowledge and skills they need for their next stage of learning, including early language, physical confidence, social awareness and independence. As a result, children are well prepared for their continued learning within the setting and beyond.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have established a calm, nurturing and purposeful environment where expectations for behaviour are clearly understood and embedded in daily practice. Staff apply these expectations consistently while adapting them thoughtfully to children's ages, stages of development and individual circumstances. Babies and younger toddlers are supported through close reassurance, modelling and responsive care, helping them begin to regulate their emotions. Older toddlers are encouraged to practise independence within predictable routines, developing increasing self-control and confidence.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between adults and children are warm, secure and respectful. Staff model calm, patient behaviour and use clear, positive language to guide children's actions. As a result, children respond with cooperation and trust. During group activities, toddlers listen attentively, join in with enthusiasm and remain engaged for sustained periods. Children confidently tidy away resources with minimal prompting and move smoothly between activities, demonstrating that routines are well understood.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children to develop early social awareness and collaboration. Toddlers begin to share resources, take turns and play alongside one another with growing independence. Children who are newer to the setting or who require additional emotional support are given reassurance and sensitive guidance so that they can participate fully without feeling singled out. Daily routines, including mealtimes and transitions, are used purposefully to promote self- care skills and independence. Children wash their hands, use tissues appropriately and attempt to use cutlery with increasing skill. Attendance is consistently high. Leaders monitor patterns carefully and follow up promptly on unexplained absences, reinforcing the importance of regular attendance for children's wellbeing and development.

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Behaviour, attitudes and establishing routines Strong standard

As a result of this consistent and thoughtful approach, children demonstrate positive attitudes to learning, increasing self-regulation and confidence within a secure and well- structured environment.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are central to leaders' work and are woven through every aspect of daily practice. Care routines are calm, predictable and highly responsive, enabling babies and toddlers to feel emotionally secure and confident. Staff know children exceptionally well. They anticipate children's needs, respond swiftly to changes in mood or behaviour and provide reassurance that helps children regulate their emotions and return quickly to play. As a result, children demonstrate trust in familiar adults and explore their environment with confidence.

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Children's welfare and wellbeing Strong standard

Leaders maintain vigilant oversight of children's health and safety. Individual care plans are detailed, regularly reviewed and clearly understood by staff. Staff demonstrate confidence in managing medical and dietary needs and adapt routines so that children with additional needs participate fully and safely alongside their peers. Supervision is attentive without being intrusive, allowing children the freedom to explore within safe boundaries.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are embedded in daily routines. Children independently wash their hands, dispose of tissues appropriately and brush their teeth after meals, developing habits that support long-term health. Mealtimes are calm, social and inclusive, with nutritious menus that reflect children's dietary requirements. Outdoor experiences are purposeful and well supervised, promoting physical confidence, coordination and resilience.

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Children's welfare and wellbeing Strong standard

Risk assessment is systematic and ongoing across both connected premises. Leaders ensure environments remain safe, clean and well maintained throughout the day. As a result, children are not only safe but flourish within a secure, nurturing and well-structured environment that actively promotes their emotional, physical and developmental wellbeing.

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Curriculum and teaching Strong standard

Leaders have designed a curriculum that is well suited to babies and toddlers and is implemented consistently across the setting's rooms and outdoor areas. The curriculum prioritises communication and language, physical development and personal, social and emotional development. Teaching is purposeful and responsive, with staff using play, routines and group experiences to build children's knowledge and skills.

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Curriculum and teaching Strong standard

Staff understand how young children learn and use this knowledge to support learning throughout the day. For example, toddlers are encouraged to make choices, join in with stories and songs and take part in role play, while staff model vocabulary and adapt interactions to children's responses. Babies benefit from attentive, language-rich interactions during play, feeding and care routines.

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Curriculum and teaching Strong standard

Children's early mathematical knowledge is developed meaningfully through everyday experiences and play. Staff introduce and reinforce mathematical language such as 'more', 'big', 'small', 'one, two, three' and 'full' during routines. Babies explore shape sorters, stacking toys and objects of different sizes, while staff name shapes and compare quantities. Toddlers engage in activities such as colour matching, sorting and counting farm animals or props during story sessions. Staff build on children's responses by extending language and encouraging comparison, helping children develop early number awareness, pattern recognition and understanding of size and quantity.

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Curriculum and teaching Strong standard

Assessment is used well. Staff use what they know about children's interests, needs and starting points to tailor experiences and adapt teaching. Leaders ensure that teaching supports all children, including disadvantaged children and those with special educational needs and/or disabilities, so learning builds progressively and prepares children well for their next stage of development.

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Inclusion Strong standard

Leaders have established a strong, inclusive culture where children's individual needs, backgrounds and circumstances are understood and valued. The environment reflects the diversity of the community through books, resources and role-play materials, helping children develop a positive sense of identity and belonging from an early age.

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Inclusion Strong standard

Children's needs are identified early through settling-in processes, baseline assessment and ongoing observation. Leaders and staff take purposeful action to reduce barriers to learning and wellbeing. For example, routines and experiences are adapted for children with medical needs, including allergies, so they can safely take part alongside their peers. Children with emerging communication or physical needs receive tailored support that is embedded into everyday routines.

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Inclusion Strong standard

Leaders ensure staff are trained to understand and apply the graduated approach to special educational needs and/or disabilities. Staff demonstrate confidence in recognising early signs of need, implementing agreed strategies and reviewing their impact. Leaders work closely with parents and external professionals, including speech and language and physiotherapy services, to shape support and ensure consistency across home and the setting.

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Inclusion Strong standard

Children's progress is monitored carefully and reviewed regularly. This enables leaders to evaluate the effectiveness of support and ensure that children, including those facing barriers, participate fully and make progress from their starting points.

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Leadership and governance Strong standard

Leaders demonstrate a clear and ambitious vision for the setting and manage provision effectively across two connected premises. They have established secure systems that ensure statutory requirements are consistently met and that safeguarding, suitability and safer recruitment procedures are closely monitored. Leaders actively oversee the completion of all required checks before staff begin work and maintain a regular review of ongoing suitability. Responsibilities are clearly defined, and leaders routinely check processes to ensure nothing is overlooked. This vigilant oversight contributes directly to children's safety and to the calm, well-organised running of the setting.

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Leadership and governance Strong standard

Leaders show a deep understanding of the setting's strengths and areas for further development. Self-evaluation is regular and purposeful, drawing on feedback from staff, parents and children as well as input from external professionals. Leaders observe practice, reflect on its impact on children and make thoughtful adjustments to further strengthen the quality of education and care.

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Leadership and governance Strong standard

Professional development is carefully aligned to children's needs. Staff receive regular supervision, appraisal, mentoring and monthly training. Leaders routinely revisit key areas such as safeguarding and child development to check staff's understanding and provide refresher input where necessary. This sustained focus ensures practice remains consistent and confident across the team.

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Leadership and governance Strong standard

Leadership relating to special educational needs and/or disabilities is well coordinated. Leaders ensure staff understand how to identify children's needs early, assess what support is required and review that support regularly to check that it is helping children make progress. Leaders work closely with parents and external professionals to reduce barriers for children who face challenges in communication, physical development or emotional security. Oversight of additional needs of children's management is systematic and embedded in daily practice.

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Leadership and governance Strong standard

Leaders maintain constructive partnerships with external professionals to review provision and strengthen outcomes. Decision-making is firmly centred on children's best interests, resulting in consistently high-quality education and care.

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

Children experience a warm, calm and well-organised environment where they feel safe, valued and confident to explore. Babies and toddlers form secure relationships with staff who know them well and who respond promptly to their emotional and care needs. Children settle quickly, move confidently through the day and readily approach adults to share experiences or seek reassurance.

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

Children enjoy learning. Activities are purposeful and matched carefully to their stages of development. Toddlers take an active role in daily experiences, such as choosing songs,

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Inspector:

Honufa Begum joining in with action rhymes and helping to prepare for story time by collecting familiar objects from the home corner. These shared experiences help children develop early communication skills, confidence and a sense of belonging. Babies benefit from calm, attentive interactions at floor level, where staff sing, talk and respond sensitively to children's cues, supporting early curiosity and attention.

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Inspector:

Children develop independence through consistent routines that are embedded across the day. They tidy away resources using photo labels, practise handwashing and are encouraged to feed themselves and make simple choices at mealtimes. Staff celebrate children's efforts and progress, helping them to develop positive attitudes to learning. Children learn to play alongside others, take turns and enjoy shared routines, such as mealtimes and outdoor play.

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Inspector:

Children facing barriers to learning or wellbeing receive sensitive and timely support so they can participate fully. Staff work closely with families and professionals to support children with medical, emerging communication or physical development needs. Outdoor play is a daily feature, with staff adapting support so younger children are helped safely while older toddlers practise climbing, balancing and riding independently. Parents feel welcomed and included through regular communication, supporting continuity between home and the setting.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on strengthening the transformational impact of their practice on outcomes and experiences for children with special educational needs and/or disabilities, children with medical needs and children who are new to the setting or who face barriers related to communication, physical development or emotional security.

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About this inspection

The inspector spoke with the childminder and assistants and considered written feedback from 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 - 18:00

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About this setting

Local authority: London Borough of Waltham Forest

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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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