Childcare on Domestic Premises, Full day care in Surrey

Childcare on domestic premises

Unique reference number (URN): 2802033 Registered with Ofsted: 26/07/2024 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 demonstrate high levels of readiness for their next steps in learning, including those who are experiencing barriers to learning.

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Achievement Strong standard

Children develop age-appropriate self-care skills and gain a secure understanding of the world around them, including the environment and their relationships with others.

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Achievement Strong standard

Children are able to focus for appropriate periods of time. They listen intently to sounds in the environment and identify noises such as trains in the distance. This helps children to maintain focus and identify phonetic sounds ready for their next stage in learning.

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Achievement Strong standard

Younger children develop secure relationships and learn to play with others, while older children play cooperatively with each other, sharing and taking turns. During group times, all children can sit and concentrate for extended periods. Younger children sing songs and listen to stories, while older children discuss forest school behaviour expectations and the topics they are learning about.

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Behaviour, attitudes and establishing routines Strong standard

Children develop consistently positive behaviour and attitudes across the setting. Staff teach children how to behave well through clear guidance, modelling and lots of praise and encouragement. This reinforces expectations and builds children's confidence. As a result, children show excellent understanding of boundaries and how to keep themselves safe in their play and daily routines.

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Behaviour, attitudes and establishing routines Strong standard

Children display highly positive attitudes to learning. They listen attentively and engage purposefully in activities such as forest school sessions, where children listen to adult instructions and follow them well. They engage in purposeful play, building with wooden blocks and buckets to make a large structure. They work collaboratively to fill a wheelbarrow with blocks and transport them to the area they are building in.

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Behaviour, attitudes and establishing routines Strong standard

Well-established routines are embedded throughout the day, helping children to feel safe and secure. Staff support babies in routines, ensuring that their needs are always met. Leaders promote good attendance and monitor and follow up any absences with families. This helps children to establish good routines prior to their next stage of learning.

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Curriculum and teaching Strong standard

The curriculum is well designed and sequenced to build on children's knowledge and skills progressively over time. Staff use assessment effectively to understand what children know and can do, enabling them to make informed decisions about what to teach next and how to extend learning. For example, staff observe children's mark-making skills and support them to develop more control through activities such as tracing and using their fingers to stick down small shapes to create letters and patterns.

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Needs attention

Staff model rich vocabulary and ask purposeful questions, encouraging children to think for themselves and to develop confidence in expressing their ideas. For example, staff read a range of stories to children and have in-depth discussions about the topics in the books. Children share their understanding, and staff scaffold this by introducing new words and extending their knowledge.

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Needs attention

Children benefit from excellent opportunities to be active and curious, particularly through daily forest school sessions. Younger children access the garden daily, and all children enjoy planting and growing in the vegetable garden. These experiences broaden their understanding of the natural world, promote physical development and develop problem- solving skills.

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Needs attention

Staff implement targeted strategies to support children's progress. Each child has identified next steps in their learning that key persons support children to achieve. For example, children who are shy and quiet are supported to make friendships. Through these friendships children learn to communicate with each other and develop their growing vocabulary.

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Inclusion Expected standard

Staff have a clear understanding of all children's developmental stages and use this knowledge effectively to identify emerging gaps in children's learning. Children's progress is monitored closely through ongoing observation and assessments, which are shared regularly with parents to ensure a consistent and collaborative approach to support.

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Inclusion Expected standard

When needs are identified, staff use a graduated approach to understand the child's current stage of development. Staff support children to make progress and achieve by ensuring they are helping children build on the skills they already have. For example, children who have delays in their physical development are aided by staff to learn the skills to stand and then walk. When needed, staff make referrals to external agencies and help children get the support they need. Staff attend training and gain qualifications that support them to gain further knowledge of how to support children's development.

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Inclusion Expected standard

Leaders demonstrate a good understanding of how to use additional funding, such as early years pupil premium, appropriately. Funding is targeted to provide additional resources and help reduce barriers to learning.

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Children's welfare and wellbeing Needs attention

Leaders do not consistently identify risks or help children fully understand potential hazards present in the forest school area. Gaps in safer sleeping knowledge result in some staff not fully understanding best practice guidance.

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Children's welfare and wellbeing Needs attention

Children are happy, settled and confident in the setting. They enjoy warm and nurturing relationships with staff who respond sensitively to their needs and provide reassurance and comfort. Hygiene routines are well embedded, and children learn positive habits such as washing their hands before mealtimes and how to wipe their nose. Children enjoy healthy and nutritious meals cooked fresh each day. Staff supervise children well while they are eating and encourage them to identify their own beakers and to use their cutlery.

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Children's welfare and wellbeing Needs attention

Children are taught how to keep themselves safe. Staff support children to understand boundaries and teach them forest school 'promises' to help them to remember safety rules. Children are encouraged to express their emotions in positive ways. They read stories about emotions and talk about how they feel and are encouraged to say positive things to each other.

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Leadership and governance Needs attention

In the main, staff understand their responsibilities regarding keeping children safe. However, there is some inconsistency in how risks are identified and acted on. This means that children are not always kept as safe as they could be. Leaders recognise the setting's strengths and demonstrate enthusiasm and passion in driving improvements. They continuously reflect on where practice could be strengthened, particularly in relation to curriculum implementation and the quality of learning experiences, where leaders have driven improvements to provide a well-structured curriculum that is based on each individual child's needs and their next steps in learning.

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Leadership and governance Needs attention

Leaders provide effective mentoring and guidance, supporting the staff well in their professional development. Staff feel happy, valued and well supported, and their workloads are managed effectively. A wide range of professional development opportunities are available, with many of the staff completing qualifications and gaining more knowledge through short courses.

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Leadership and governance Needs attention

Leaders work with external professionals to ensure that children who require additional support receive appropriate intervention. They develop a collaborative approach with parents, providing termly meetings for them to speak to their child's key person about their current stage of development.

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

All children benefit from this well-organised setting where their development and readiness for future learning are promoted to a high standard. Children benefit from ample play outside in the forest school, where they learn about nature and the changing seasons. Children spend lots of their time being active, exploring the large garden areas, where they climb the pirate ship, run freely and enjoy making pretend cakes in the outdoor kitchen.

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

Babies and toddlers have a dedicated play space and garden where they enjoy a wealth of activities. Staff are nurturing and respond promptly and sensitively to the children's needs, ensuring they feel secure and well supported. Children make friends and enjoy each other's company. They often choose to play in large groups where they share, take turns and play cooperatively. Staff teach children the importance of being kind to each other, and together they read books that help children to celebrate what makes them unique. Children are not always supported to learn about potential risks in the forest school area. Leaders have not ensured all staff have a secure knowledge and understanding of current guidance linked to safer sleeping practices.

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

Leaders and staff plan children's progression through the setting well. Children visit the next room in small groups to get used to the new environment with support from their key persons. Children are supported to develop independence in age-appropriate ways. The younger children are encouraged to feed themselves, while older children are confident in a wide range of self-care skills that support them to be ready for their next stage in learning. Staff work closely with parents, ensuring that they share the children's progress and what they will be working on next.

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Next steps

To meet the requirements of the Early years foundation stage the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that risks in the environment are consistently managed to further support the safety of children and staff 06/02/2026

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Action Completion Date

improve staff's knowledge and understanding of current guidance linked to safer sleeping practices 06/02/2026

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About this inspection

The inspector spoke with the leader, parents and children during the inspection.

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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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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. 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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