Carmela Coady Childcare

Carmela Coady Childcare

Unique reference number (URN): 2665324 Address: Suite 2 & 3, 4-6 Shelley Road, Bournemouth, BH1 4HY Type: Childcare on non-domestic premises Registered with Ofsted: 02/12/2021 Registers: EYR, CCR, VCR Registered person: Carmela Coady Childcare Partnership

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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 Expected standard

Most children make typical progress from their starting points. They grow in confidence, develop new vocabulary and take increasing interest in stories, singing and conversations. Babies begin to use single words and gestures, while older children build language during themed experiences. They talk about the pictures that they colour and describe the shapes they use in their artwork. Children strengthen early mathematical skills through puzzles, number activities and shape exploration.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those known to social care make steady progress because targeted activities and personalised resources help them join activities and develop essential skills. Disadvantaged children benefit from additional support that promotes communication and engagement. Across the setting, children generally gain the independence, confidence and early knowledge they need for their next stage of learning, including their move to school.

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Children's welfare and wellbeing Expected standard

Babies and children typically experience warm, attentive care that meets their individual needs. Key staff know children well and respond quickly when they need comfort, reassurance or support. Babies enjoy calm, positive interactions during feeding, nappy changing and sleep times, which helps them feel secure. Safe sleep practices are followed closely, with staff supervising babies well. Staff adapt care routines for children with additional needs, those known to social care and those who face barriers to wellbeing, so that all children feel settled and supported.

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Children's welfare and wellbeing Expected standard

Children generally learn about their physical development, personal safety and health through daily routines such as handwashing, trying new foods and practising physical skills. Staff talk to them about healthy choices and respond when children need help, for instance during snack time. Children regulate their emotions with guidance from familiar adults who model calm behaviour and offer consistent reassurance. Staff help children recognise and express feelings, which supports emotional wellbeing. Routines such as feeding, sleeping and toileting are flexible and reflect children's individual needs. These practices create an inclusive environment where children feel safe, build secure attachments and develop confidence in themselves.

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Curriculum and teaching Expected standard

Leaders typically have a clear understanding of their curriculum and use this to guide improvements in teaching. The curriculum is structured so children build knowledge across all areas of learning, with communication, language and personal, social and emotional development placed at the centre. Themes such as Chinese New Year provide opportunities for children to explore cultural ideas while developing early skills. Children's physical development is supported outdoors as children develop coordination and strength on climbing equipment. Curriculum plans show the sequence of learning, and staff use these to

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Needs attention

build on what children already know. Babies benefit from sensory experiences and short, focused sessions that match their stage of development.

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Needs attention

Staff use purposeful interactions to build vocabulary, model new words and support children's early mathematics. Children explore and draw around objects as staff describe shapes, model mathematical language and encourage children's counting. Staff adapt teaching for disadvantaged children, children with special educational needs and/or disabilities and those known to social care by using visual aids, small groups and calm spaces that help them participate. Staff adjust activities when needed, such as reducing complexity or offering alternative tools to make activities accessible to all children. Staff know children well and use assessment to check their starting points and progress so they can shape teaching appropriately. This helps ensure that the curriculum is typically delivered appropriately and with intent across the rooms.

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Inclusion Expected standard

Leaders identify children's individual needs early and use this information to shape effective support. Staff observe children closely and assess their development so that emerging gaps are recognised and addressed. Leaders reduce barriers by putting in place reasonable adjustments. Visual communication cards, targeted group activities and personalised resources help children engage successfully. Children with special educational needs and/or disabilities (SEND) receive tailored support that reflects their strengths and needs. Leaders monitor children's progress carefully and review the impact of interventions so that support remains effective over time.

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Inclusion Expected standard

Staff receive training on the provider's approach when supporting children with SEND and apply this learning when planning adaptations for those who need additional help. Leaders and staff work with parents and carers and external professionals to secure advice, share strategies and ensure that support is coordinated. Leaders use funding to strengthen children's communication and participation. This helps disadvantaged children access learning with confidence. Children known to social care are monitored sensitively, with information shared appropriately to help staff understand how best to support their wellbeing and development. This inclusive culture enables all children to participate fully and make progress from their starting points.

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Behaviour, attitudes and establishing routines Needs attention

Expectations for children's behaviour and key routines are not commonly understood or consistently implemented by staff. During transitions, such as tidy-up time and moving to the carpet for a story, staff do not always notice or respond to children who need help to focus or follow instructions. This includes children whose behaviour is already known to require closer support. Some group times lack structure, such as story time for older children. Staff do not remind children how to listen or take part, which leads to low-level disruption and inconsistent focus on learning. While leaders have provided training for staff to support how they manage children's behaviour, the improvements are not yet embedded as typical practice, and children do not always experience calm, well-managed routines.

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Behaviour, attitudes and establishing routines Needs attention

Children form positive relationships with staff and enjoy taking part in play-based activities. Many show confidence, enthusiasm and interest during sessions, including during small- group learning, puzzles and imaginative play. Staff provide warm interactions that help children manage their emotions and begin to collaborate with their peers. Leaders promote the importance of attendance and follow up on absences so children benefit from regular experiences. Staff consider children's ages and stages when offering reassurance or adapting instructions so that younger children, or those who need extra help, can settle.

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Leadership and governance Needs attention

Leaders have not yet ensured that expectations for behaviour and routines are applied consistently. While they have provided staff with training to help them manage children's behaviour, this is not yet embedded in practice, which limits the impact of leaders' work. Professional development has strengthened curriculum knowledge, but it has not yet equipped all staff to manage key times of transitions and group times well, so improvements are not yet typical in daily practice.

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Leadership and governance Needs attention

Leaders understand their community and shape the curriculum to reflect children's needs, including for children with special educational needs and/or disabilities and those known to children's social care. They have taken action since the last inspection, including strengthening support for staff so that they give children, particularly those who speak English as an additional language, more time to think and respond. Leaders have also increased opportunities for children to celebrate their backgrounds, cultures and languages. This includes greetings and themed events that help children recognise similarities and differences between themselves and others. Leaders are visible, approachable and responsive, supporting staff wellbeing and workload, and creating a positive atmosphere. Leaders build positive partnerships with children and families, and prioritise an inclusive approach that values each child.

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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

Staff do not consistently notice and respond to children's unwanted behaviours, such as throwing items on the floor. When this happens, children do not learn what behaviours are expected of them. During some routines during the day, staff do not make it clear to children what they expect of them, such as during tidy-up time or during some group activities. When this happens, children lose focus and do not benefit from the planned learning.

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

Children settle quickly because staff welcome them warmly and help them feel safe. They explore the curriculum with curiosity and growing confidence, choosing activities that reflect their age, stage and interests. Children enjoy exploring familiar books, and babies point to pictures and name animals, making associated animal sounds. They laugh as staff join in. These positive interactions help children to develop early communication skills, build independence and enjoy their learning. Staff support children's wellbeing and help them to practise emerging skills. Children learn to hold pencils with appropriate grip and develop their social skills by joining in group activities. Staff adapt experiences so that children with special educational needs and/or disabilities, and those who face disadvantage, can take part and make progress. Staff promote attendance and follow up on absences so that children benefit from regular experiences and prepare for transitions in their education.

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

Children feel that they belong because staff know them well and include them in all aspects of daily life. They form secure relationships and develop confidence as they learn alongside their peers. Children use visual communication cards to request their snack and settle quickly when staff redirect their attention. Outdoors, they enjoy shared play and respond positively to familiar adults. During outdoor play, when a dropped ball leads to distress, children are comforted by staff and soon return to the activity with confidence. These

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Address:

Suite 2 & 3 experiences help children learn to manage their emotions, collaborate with others and feel valued within a caring environment.

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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 actions by the assigned date:

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Action Completion Date

ensure staff reinforce behaviour expectations consistently so that children understand routines and know what is expected throughout the day 06/03/2026

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Action Completion Date

strengthen staff deployment so that children's behaviour is consistently noticed and responded to promptly 06/03/2026

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About this inspection

The inspector spoke with leaders, staff, special educational needs and disabilities coordinators, children, parents and carers 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 inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this. 4-6 Shelley Road Bournemouth BH1 4HY Type: Childcare on non-domestic premises

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About this inspection

Registered person: Carmela Coady Childcare Partnership

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this inspection

Local authority: Bournemouth, Christchurch & Poole

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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