Childcare on Domestic Premises, Full day care in Harrow

Childcare on domestic premises

Unique reference number (URN): 2749172 Registered with Ofsted: 09/10/2023 Registers: EYR, CCR

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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 and consistent progress from their starting points, including children with special educational needs and/or disabilities (SEND) and children who speak English as an additional language. Children show confidence, curiosity and engagement as they take part in daily routines and activities. They develop important skills in communication, early mathematics and social interaction through experiences that build steadily on what they already know.

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Achievement Strong standard

Children apply their developing skills during play and everyday experiences. They listen to staff, follow simple instructions and increasingly use words and gestures to share their ideas with others. Children interact with their peers and practise new skills through exploration and shared play. They show growing persistence and remain engaged in activities as they build confidence in their abilities. Staff ensure that children with SEND are included fully in learning opportunities. They adapt resources and interactions so children can access activities and continue developing their skills. Staff recognise children's achievements and celebrate progress through praise and encouragement. As a result, children develop confidence, independence and readiness for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive behaviour and interact kindly with one another. They learn to share resources, take turns and cooperate during play. Staff model expectations clearly and guide children calmly so they understand boundaries and develop respectful interactions with their peers. Children follow routines confidently and show increasing independence during everyday activities. Staff support children to manage their belongings, wash their hands and take part in daily routines. These expectations help children understand how routines support their wellbeing and create a calm and organised environment for learning. Staff take account of children's ages, stages of development and individual needs when supporting them to follow routines and expectations. This helps ensure that all children can succeed and feel secure within the setting.

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Behaviour, attitudes and establishing routines Strong standard

Mealtimes are sociable occasions where children sit together and enjoy their food. Staff sit with children and encourage conversation about tastes, colours and healthy foods. Children practise hygiene routines as part of everyday expectations and begin to understand the importance of healthy lifestyles, including good oral health. Children with special educational needs and/or disabilities are included fully in routines and learning. Staff adapt activities and provide reassurance where needed to help children manage their feelings and remain engaged. Children show curiosity and persistence as they explore resources and take part in activities.

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Behaviour, attitudes and establishing routines Strong standard

Children develop positive attitudes to learning. They demonstrate confidence, independence and a willingness to try new experiences, helping them prepare for their next stage of learning. Leaders promote the importance of regular attendance and punctuality and work with parents to support consistent routines. This helps children to feel secure, maintain continuity in their learning and build positive habits for the future.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised through attentive and responsive care. Staff know children well and respond sensitively to their cues. They provide reassurance and guidance that help children feel secure and develop confidence. Children with special educational needs and/or disabilities receive personalised support so they can communicate their needs and participate fully in activities. Staff organise routines carefully and maintain safe, well-ordered spaces that support children's exploration and wellbeing. Children have access to calm spaces where they can regulate their emotions and return to play when they feel ready. These arrangements help children feel safe and supported throughout the day.

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Children's welfare and wellbeing Strong standard

Staff work closely with parents and carers and seek advice from external professionals when required so they can refine and personalise routines and support to meet children's individual and emerging needs. Positive partnerships help ensure that children's individual needs are understood and supported. Staff nurture children's emotional wellbeing through calm interactions and consistent reassurance. Strong, nurturing relationships between staff and children support children's emotional security. As a result, children feel confident to express their needs, develop resilience and engage fully in the nursery's routines and experiences.

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Children's welfare and wellbeing Strong standard

Leaders recognise the importance of regular attendance for children's learning and wellbeing. They monitor attendance patterns and work with parents to address any concerns where needed. This supports children to develop a sense of stability and security and helps them to engage consistently in their learning and experiences.

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Curriculum and teaching Strong standard

Leaders design a broad and purposeful curriculum that supports children's communication, independence and early learning across all areas of development. The curriculum provides opportunities for children to explore, investigate and practise new skills through meaningful play. Leaders place a strong emphasis on children's personal, social and emotional development, recognising this as a foundation for learning. Staff support children to develop confidence, independence and secure relationships, which enables them to engage fully in activities.

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Curriculum and teaching Strong standard

Staff plan learning carefully and use everyday routines and interactions to extend children's understanding. They balance guided activities with opportunities for children to explore resources independently and follow their interests. Staff place a strong emphasis on developing children's communication and language, particularly as many children speak English as an additional language. Staff embed communication and early mathematics throughout the day. For example, during activities with shape and colour blocks, staff encourage children to recognise colours and match shapes. Staff use purposeful questioning and precise modelling to extend children's thinking and language. They build on what children already know and revisit key vocabulary in meaningful contexts so that learning is embedded over time.

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Curriculum and teaching Strong standard

Staff ensure that children with special educational needs and/or disabilities access the same curriculum opportunities as their peers. They adapt activities and provide additional support where needed so children can participate successfully and build confidence in their learning. Staff use their knowledge of children's development to assess what children know and can do and adapt teaching accordingly. This ensures learning is closely matched to children's starting points, needs and stages of development.

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Inclusion Strong standard

Leaders ensure that all children, including those with special educational needs and/or disabilities (SEND) and children who speak English as an additional language, are included and feel they belong. Staff identify barriers to participation and adapt support so children can engage alongside their peers. Leaders and staff provide targeted support that helps children access learning and remain engaged in activities. Staff use clear language, repetition and visual cues to support children's understanding and participation. These approaches help children follow routines and develop confidence in communicating with others.

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Inclusion Strong standard

The environment supports inclusive practice effectively. For example, children can access quieter areas and a sensory room when they need time to regulate their emotions or engage in calmer activities. Staff use these spaces thoughtfully to support children who may become overwhelmed and to help them return to play and learning when they feel ready. Leaders ensure that staff consider inclusion when planning experiences and routines. Staff adapt activities so children with SEND can participate successfully alongside their peers. They respond sensitively to children's needs and adjust their support where required.

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Inclusion Strong standard

Leaders work in partnership with parents and liaise with external professionals when additional support is needed. As a result, children feel valued and included. They participate confidently in the nursery's routines and experiences and build positive relationships with others. Leaders and staff have a clear understanding of how to identify, assess and respond to children's needs. Staff receive relevant training so they can adapt, support effectively and respond to emerging needs. Leaders also understand how early years pupil premium funding can be used to provide targeted support, resources and experiences that improve outcomes for disadvantaged children.

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Leadership and governance Strong standard

Leaders provide clear direction and guidance and maintain high standards of care, learning and safeguarding. Leaders have a clear understanding of the setting's strengths and identify areas for further development. They take appropriate action to improve practice and ensure the provision continues to meet children's needs effectively. Leaders monitor practice across the nursery. They observe routines and interactions to check that children are supported, included and encouraged. Leaders promote reflection and continuous improvement by discussing practice with staff and encouraging them to share ideas and refine their teaching. This helps staff maintain consistent expectations and supports children's learning across the provision.

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Leadership and governance Strong standard

Leaders consider staff wellbeing and workload when making decisions. They ensure expectations are manageable and provide support that helps staff maintain high-quality interactions with children. Parents report that their children enjoy attending and value the communication and support they receive from the nursery. Policies and procedures are clear and implemented consistently across the setting. Leaders foster a supportive culture where staff feel valued and confident to seek guidance and continue improving their practice. Leaders prioritise professional development and ensure training has a positive impact on practice. This strengthens staff knowledge and contributes to improved outcomes for children. As a result, leaders maintain a purposeful and well-organised provision that supports children's confidence, development and readiness for their next stage of learning.

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

Children enjoy attending this welcoming nursery where they feel safe, valued and confident to explore their surroundings. They arrive happily and separate from their parents with ease. Staff support children to settle quickly into play. This helps children begin the day feeling secure and ready to engage in activities. Children build strong relationships with leaders and staff who know them well. Staff respond sensitively to children's cues and provide reassurance when needed. Younger children seek comfort from familiar adults during group activities and quickly return to play. As a result, children show confidence to explore the environment and take part in shared experiences.

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

Leaders and staff provide a range of experiences that support children's curiosity and enjoyment of learning. For example, children listen attentively during story times and confidently join in with familiar repeated phrases from well-known books. Staff encourage children to talk about characters and events in the story. This helps children develop their listening skills and extend their vocabulary. Children benefit from an environment that promotes independence and exploration. They move confidently between activities and select resources that interest them. Outdoors, children develop their physical skills through

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About this setting

Type: Childcare on domestic premises active play. For instance, they climb, slide and ride vehicles around the garden. Children also explore sand, water and mud-kitchen play, filling and pouring from containers as they experiment with different materials.

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About this setting

Children learn how to interact positively with one another. Staff guide children calmly and help them understand expectations. Children practise sharing resources, taking turns and playing cooperatively with their peers. Children who speak English as an additional language receive effective support to help them understand and participate in activities. Staff reinforce key vocabulary through clear language, repetition and visual cues. Children with special educational needs and/or disabilities receive thoughtful and responsive support. Leaders and staff adapt routines and activities so children can participate alongside their peers. For example, staff provide additional reassurance and adjust routines where needed to help children remain engaged. As a result, children feel included and develop confidence, independence and a strong sense of belonging in the nursery.

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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 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, practitioners, assistants 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. Registration date: 09/10/2023

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About this inspection

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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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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