Setting 2748244

Childcare on domestic premises

Unique reference number (URN): 2748244 Registered with Ofsted: 08/09/2023 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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Achievement Strong standard

Children gain the skills required for their future learning and are prepared for starting school effectively when the time comes. Gaps in all children's learning are closing consistently, in particular for children with special educational needs and/or disabilities. All children concentrate for long periods of time, while listening to stories together and develop a real love of books. Older children confidently discuss aspects of the story and listen carefully to the views of others. Babies look at books and use puppets to engage with the story, laughing and showing enjoyment.

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Achievement Strong standard

Children are curious and eager to learn new skills. For example, 2-year-olds competently use cutlery to eat their cooked lunches. They hold their forks correctly and enjoy their food as they sit together at mealtimes. Children are very secure in their daily routines and become increasingly independent. They conscientiously tidy away toys at snack time and know where everything is stored.

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Behaviour, attitudes and establishing routines Strong standard

Staff create a calm atmosphere in the nursery where each child feels valued as an individual. They are excellent role models and consistently demonstrate how to be kind and considerate to others. This contributes significantly to children's positive behaviour as they develop caring and respectful relationships with staff and each other. Staff consistently use opportunities, such as during mealtimes, to build on children's social skills. They encourage children to pass plates of food around the table and wait patiently while their friends help themselves. Children often use good manners without prompting due to staff's sensitive and timely interactions. The daily routines are important in ensuring that children understand what is expected and support their positive attitudes to learning.

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Behaviour, attitudes and establishing routines Strong standard

Children are very eager to take part in enjoyable group activities, such as playing musical instruments. They listen to staff intently, so they know when it is their turn to play. Staff are enthusiastic and encourage lots of fun and laughter, helping children develop a love of learning and playing together. Leaders ensure that parents understand the importance of regular attendance so that children benefit fully from the curriculum.

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Children's welfare and wellbeing Strong standard

The trusting and affectionate relationships staff form with children promote children's emotional security and wellbeing. Babies regularly seek cuddles and reassurance from staff, who ensure that they are always nearby. This sense of belonging continues to grow as children move on to the pre-school room. Staff sensitively support children as they become ready to move on, and older children enjoy taking care of their younger friends. The high- quality staff interactions sensitively help children get to know each other. Parents speak highly of the kind and caring staff and say how well their children settle. They comment on the highly effective communication staff provide for them and how responsive they are to children's needs. This contributes to a consistent approach for their children. Staff help children to understand their feelings and support them to understand how others feel. As a result, children learn how to take turns and celebrate each other's achievements.

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Children's welfare and wellbeing Strong standard

For example, older children congratulate new children in the pre-school room when they follow routines, such as washing their hands before lunch. There are ample opportunities for children to develop their physical skills. Younger children smile with confidence as they toddle around and explore toys. Older children clamber over rocks on visits to the beach, developing their coordination and balance.

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Curriculum and teaching Strong standard

The curriculum is broad, creative and focused on what children need to learn next to develop the skills required for future learning. Staff have a detailed knowledge of each child that enables them to build on their achievements very effectively. Babies develop their coordination when they concentrate well to dress dolls as staff support them by guiding and encouraging their efforts, for instance. Staff in the pre-school room expertly engage children in group activities that develop their early literacy skills. They skilfully adapt their teaching so that each child is taking part with enthusiasm. Staff expertly enable children to practise prior learning and further develop their understanding. Staff quickly identify where there are gaps in children's learning and focus their interactions on helping them catch up.

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Curriculum and teaching Strong standard

The curriculum for maths is skilfully woven throughout children's daily experiences. Throughout the nursery, staff take every opportunity to encourage counting, measuring and shape recognition. Parents are very positive about the time children spend outdoors developing their health and physical skills. Children communicate extremely well and eagerly recall watching the waves in the sea on a windy day, describing the colours of the sea and saying, 'It was wild and swirling.'

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Inclusion Strong standard

Leaders and staff gain a detailed knowledge of children's individual needs and quickly identify when additional support is needed to improve children's learning and development. They work in close and effective partnership with parents and other professionals to ensure that children benefit from consistency and continuity. Staff monitor children's continued progress diligently and use their impressive teaching skills to support their learning and development. Any additional funding is used specifically to tailor support where it is most needed. Staff are very knowledgeable about child development. They are committed to further developing their knowledge and skills so that all children thrive, including those with special educational needs and/or disabilities.

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Inclusion Strong standard

Staff consistently show that they value the contributions and views of all children. For example, they very astutely adapt their questioning during group times so that everyone can practise their skills and extend their learning. They show that they recognise each child's efforts by giving encouragement and praise, supporting children's self-esteem and sense of belonging.

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Leadership and governance Strong standard

Leaders and staff work together as a highly committed team to ensure that all children receive high-quality care and learning experiences. They regularly reflect and continually make changes to support all children's individual needs. Staff say they love working at the setting and feel valued. They have abundant opportunities to build on their skills and are enthusiastic about contributing fresh ideas to support children's enjoyment of learning. Leaders are highly professional and determined that all children will thrive. They have very effective relationships with other professionals and parents, helping to reduce barriers to children's learning. Parent partnerships are highly effective in helping all children flourish.

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Leadership and governance Strong standard

Parents appreciate the daily conversations when they drop children off, which contribute to children's feelings of wellbeing and security. Partnerships with local schools are very effective in supporting children with their eventual move to school. Children become familiar with school life through meetings with school staff and visits, for example. They go on to the next stage in their learning with confidence and self-assurance.

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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

Children thrive in this warm and homely setting. Staff get to know and value them as individuals through close and very effective partnerships with parents. Sensitive and thoughtful settling arrangements support staff in developing nurturing and friendly relationships with children. Babies show great contentment and develop curiosity and confidence to play and explore. The highly consistent approach to children's emotional wellbeing allows them to move on to the pre-school room with enthusiasm and self- assurance. Older children have their emotional needs met securely and continue to develop a love of learning. For example, they joyfully sing songs in Spanish, which they have been learning together, demonstrating their understanding and showing great pride in their achievements.

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

The strong sense of belonging children develop supports their understanding of how to treat others with kindness and respect. Staff are positive role models and have high expectations for children to play cooperatively. Leaders and staff deepen this sense of belonging, enabling children to be a part of their local community. Children experience daily opportunities to visit local parks, beaches and libraries. Children learn about where they live and extend their physical skills outdoors in the fresh air. This strongly promotes their good health.

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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 creating a transformational impact on the outcomes and experiences of disadvantaged children,

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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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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Age range of children at the time of inspection

those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, the special educational needs coordinator and practitioners 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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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

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

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