Childcare on Domestic Premises, Full day care in Richmond upon Thames

Childcare on domestic premises

Unique reference number (URN): EY478668 Registered with Ofsted: 17/07/2014 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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Inclusion Strong standard

Leaders create a very warm and inclusive environment. They embrace and promote children's home languages in the setting. For example, they gather basic words in children's home language and promote their use in the setting. When children have specific health needs, staff are proactive in learning about them to provide effective support. This approach helps parents and carers and children from diverse backgrounds and cultures to feel welcome and secure.

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Inclusion Strong standard

Leaders and staff work extremely closely with parents and external agencies to identify and assess children's individual needs. They take appropriate steps to reduce barriers that children face in relation to their learning and/or wellbeing. For example, staff complete additional training to develop their knowledge and skills needed to support children's specific health needs. They follow a graduated approach closely to identify and support children with special educational needs and/or disabilities. For example, staff use sign language and targeted small-group sessions to support children with speech delays.

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Inclusion Strong standard

Parents report that staff's efforts help their children progress very well from their starting points. They praise the communication from staff and appreciate how they go the extra mile to ensure their children can fully participate in activities. The excellent partnerships between staff and parents ensure that children receive a consistent approach to their learning and care needs.

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Achievement Expected standard

Children, including those who speak English as an additional language, develop their communication and language skills through songs, rhymes and storytelling. During group time, babies listen to songs and rhymes. They enjoy listening, singing along and moving their bodies. Babies have a good go at repeating animal names, which supports their language development. Older children, including those with speech delays, learn to express themselves using words. They learn to use sign language to further aid their communication. Children strengthen their finger muscles, for example through the exploration and manipulation of dried rice and play dough. These hands-on experiences enhance children's fine motor skills, sensory skills and creativity. Children gain personal skills, such as independence and the ability to manage age-appropriate tasks for themselves. Children are progressing typically for their ages and developmental stages. This helps to prepare them

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Achievement Expected standard

for their next stage of learning and development, including school, where appropriate.

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Behaviour, attitudes and establishing routines Expected standard

Staff create an environment that allows children to explore freely. This motivates children to play. For example, indoors, babies enjoy practising their walking and balancing skills. They show high levels of curiosity as they investigate the resources in the role-play area. These opportunities help children to develop their physical and imagination skills.

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Behaviour, attitudes and establishing routines Expected standard

Overall, staff typically set high expectations for children's behaviour. They consider children's ages and developmental stages when teaching them to share and take turns. Generally, children listen to staff's instructions. However, when children encounter difficulties during their play, staff do not consistently explain the reasons behind the rules and boundaries. This is particularly important for children who have difficulty regulating their emotions.

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Behaviour, attitudes and establishing routines Expected standard

Staff encourage parents and carers to recognise the benefits of good punctuality and attendance at the nursery. Children arrive at the setting happy and ready to learn. They enjoy the warm greetings from staff, which help them to settle quickly. Staff frequently praise children, such as when they hand out plates and cups to their peers at mealtimes. Children respond positively to this. This practice helps children develop a sense of routine that will benefit their future educational experiences and success.

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Children's welfare and wellbeing Expected standard

Staff build positive relationships with children and their families. They implement a key- person system to help children to settle in quickly. This practice supports children's successful transition from home to the nursery and between rooms. Children are happy and feel safe. Staff are warm and nurturing in their approach. They supervise children well. This includes supervising babies during sleep times to ensure their safety. Staff support children's emotional wellbeing effectively.

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Children's welfare and wellbeing Expected standard

Staff collect relevant information from parents to meet children's individual needs, such as their dietary requirements. This approach enables all children, particularly those facing learning barriers, to engage fully in daily activities. Leaders are currently reviewing the menus to further promote children's enjoyment of food.

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Children's welfare and wellbeing Expected standard

Staff encourage children to do age-appropriate tasks, for example at mealtimes. Babies have a good go at feeding themselves. Older children enjoy serving themselves and pouring their own drinks. They develop high levels of confidence and independence. Staff follow positive hygiene routines. They teach children to wash their hands before handling food. Children learn healthy lifestyle habits. Staff encourage children to play outdoors regularly. Older children enjoy running, climbing and balancing on wooden planks. They take age- appropriate risks during play, which teaches them about their personal safety.

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Curriculum and teaching Expected standard

Staff observe and assess children's learning regularly. They use this information to inform their planning. Staff identify and plan interventions for children who may need additional support. Children who speak English as an additional language and those with speech delays receive the support they need. Staff help to close the gaps in children's learning as quickly as possible.

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Curriculum and teaching Expected standard

Recently, leaders have reviewed the curriculum to ensure it aligns with the early years foundation stage's learning and development requirements. They are supporting staff in implementing their curriculum. For instance, during an indoor activity, staff use clear language and repeat key words as they explore dried rice with children. Children enjoy engaging with staff, which promotes their personal skills. Staff also incorporate numbers into various activities, teaching children to count. This helps children to develop their mathematical knowledge.

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Curriculum and teaching Expected standard

Staff typically encourage outdoor play to enhance children's physical health and development. Leaders understand that staff need more support and guidance to improve outdoor learning opportunities. This is to ensure that all children, especially those who enjoy learning outside, are consistently well supported.

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Leadership and governance Expected standard

Leaders are reflective professionals. They highlight the setting's strengths and bring about positive improvements. For example, parents and carers have commented that, following their feedback, leaders have improved communication between them. This ensures that parents are fully aware of how staff support their children's learning, including at home. Parents are happy with the service they and their children receive. Leaders recognise that the outdoor provision is an area for further development. They are working to build staff's confidence in outdoor teaching to ensure that activities consistently reflect children's individual needs and interests. In addition, they are yet to address the inconsistency in staff's management of children's behaviour.

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Leadership and governance Expected standard

Leaders provide staff with supervision sessions and professional development opportunities. They support staff with their workload. Staff agree and report that they are happy working in the setting. They have completed training on supporting children with special educational needs and/or disabilities. This has increased staff's knowledge of how to identify and refer children quickly, so they receive the support that they need. Leaders help staff to understand their roles and responsibilities. This includes how to appropriately respond to children's accidents.

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Leadership and governance Expected standard

Leaders are currently introducing a self-assessment questionnaire for staff to evaluate their performance and identify areas for professional development. This initiative aims to assist staff in their decision-making processes and enhance the effectiveness of their professional development.

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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

Leaders create a welcoming and inclusive environment that values children's home languages. This promotes a sense of security for children and families from diverse backgrounds. Staff identify and address children's individual needs, including their learning and wellbeing. They work closely with parents and carers and external agencies to maintain a consistent approach to children's education and care needs.

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

Staff conduct regular observation and assessment of children's learning. This enables them to plan appropriate interventions for those children requiring additional support. This includes children who speak English as an additional language or those with speech delays. Staff's proactive approach helps to close any gaps in children's learning swiftly. They complete additional training to better support children's specific health requirements, which parents appreciate. Parents find that staff are effective in helping their children progress from their starting points, such as in their social and language development.

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

Leaders have recently conducted a review of their curriculum. They provide staff with clear guidance for implementation, particularly during indoor activities. Staff use age-appropriate language and repeat key words. They use numbers in activities, such as when exploring dried rice or play dough. Children enjoy singing along to nursery songs and moving their bodies to the rhythm. They extend their language and mathematical skills.

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

Staff actively encourage good punctuality and attendance, ensuring that children arrive happy and ready to learn. They greet children warmly, supporting a smooth settling-in process. Staff reinforce a sense of safety and happiness for children. They supervise

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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: Richmond Upon Thames children effectively, including during sleep time for babies. Staff gather essential information about each child's needs, such as dietary requirements. This is to ensure children's full participation in activities, especially for those facing learning barriers. The positive partnerships formed between staff and parents contribute to children's development and their readiness for future educational challenges.

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Next steps

Leaders should continue to help staff plan and implement an ambitious outdoor curriculum to further extend children's learning and development. Leaders should ensure that staff explain to children why rules and boundaries are in place, making their expectations for children's behaviour clear.

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About this inspection

The inspector spoke with leaders, staff and 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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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. 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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