Childcare on Domestic Premises, Sessional day care in Nottinghamshire

Childcare on domestic premises

Unique reference number (URN): 2754706 Registered with Ofsted: 14/11/2023 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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Children's welfare and wellbeing Strong standard

Leaders have established highly effective procedures to ensure that when children start they settle very quickly. They put in place nurturing support for children who face barriers to their learning. For example, staff support children during transitions, using family photographs and adapting routines to help them feel secure. Staff are skilful and knowledgeable in supporting children's emotional development. For example, they use toys to name emotions alongside stories. Children learn about their own and other's feelings.

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Children's welfare and wellbeing Strong standard

Leaders work extremely well with parents to support individual families. Parents comment that they feel valued and heard. Staff proactively gain information from parents before children start, in order to implement adaptations if needed. For example, they ensure that the menu meets all children's needs. Staff signpost families to relevant outside agencies to support their wellbeing during times of change.

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Children's welfare and wellbeing Strong standard

Staff successfully help children to understand the importance of hygiene and to become more independent in their personal skills. They encourage children to try different foods to develop healthy eating habits. They carefully adapt their interactions for those children with special educational needs and/or disabilities (SEND) during intimate care routines. For example, they use visual aids and simple language. Children with SEND respond positively and their personal needs are effectively met.

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Inclusion Strong standard

Leaders and staff rigorously identify and assess children's learning and development accurately. Leaders proactively identify children's barriers to learning to put in place rapid support, especially for those children with special educational needs and/or disabilities (SEND). They share their concerns with parents to support possible referrals. They also effectively engage with other professionals and settings to provide consistent support for children with SEND. They have systematic monitoring systems in place to assess the impact of their support to positively build on what children know and can do.

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Inclusion Strong standard

Leaders ensure that staff are knowledgeable to meet the needs of the children before they attend, through an embedded culture of continuous professional development. Leaders and staff consistently put in place strategic support to reduce barriers that children face in their learning or wellbeing. For instance, leaders and staff support children previously known to children's social care. They put in place emotional support, focusing on naming emotions through interactions, books and experiences. Staff effectively reduce barriers to children's learning. For example, they adapt children's morning routines to help them settle into the provision. Leaders work with parents on strategies to support children to confidently access the provision. Leaders also effectively use early years pupil premium funding to support the needs of families. Children with barriers to their learning make positive progress from their

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Achievement Expected standard

Children develop their hand muscles well. Staff support children to snip and cut play dough using scissors. Children enjoy mark making using a variety of resources, modelled by staff. Children also develop their larger muscles when copying staff dancing. Staff support the needs of those children with special educational needs and/or disabilities (SEND). For instance, staff support children with SEND to climb, and they add simple language to narrate their actions. Babies learn to reach and crawl through staff's purposeful placemat of toys. Children previously known to social care develop their emotional understanding, supported by staff. Children are learning to talk about their feelings. Children are well prepared for their next stage of learning and development.

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Achievement Expected standard

Staff typically support children's communication and language development effectively. Children enjoy listening to daily stories and use puppets to re-enact them. Children also join in with words and actions to familiar nursery rhymes sung by staff. However, occasionally, staff do not fully support children to pay attention and engage actively in their learning. As a result, children do not always make the very best progress they are capable of.

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Behaviour, attitudes and establishing routines Expected standard

Children follow the routines and expectations of the setting, embedded by staff. Children know to wash their hands and sit down to eat. On occasion, when children do not follow the routines promptly, staff reinforce expectations in a calm and clear manner. Children listen to and follow instructions. Staff support children to take turns. For example, children line up to wait their turn to choose their snack. Staff problem-solve with older children when conflicts arise. For example, they talk about how children can ask for the play dough to share. Children are learning to get along with others.

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Behaviour, attitudes and establishing routines Expected standard

Children form positive relationships with staff, where they seek help when needed. For example, staff proactively respond to children's requests to support them to put on costumes. Leaders and staff also have built positive partnerships with parents, where they promote the importance of punctuality and attendance. They follow up any concerns in a timely manner.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff adapt planned activities to meet the needs of the children. For instance, they implemented separate story time for babies and older children to support their attention needs. Although leaders and staff have made improvements in supporting children's attention, on occasion, children still disengage from activities. For example, babies became distracted by the number of books they could access and struggled to listen to a story.

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Curriculum and teaching Expected standard

Leaders and staff know the children well and accurately assess children's learning and development. Staff use this information to plan activities to build on what children know and can do. Staff effectively support those children with special educational needs and/or disabilities, using their interests and following their lead. They proactively reduce barriers in children's learning and wellbeing. For instance, leaders and staff work closely with parents to share effective strategies to support children on the arrival of a new sibling. Staff plan activities and adapt their interactions based on children's age and stage of development. For example, staff use simple words for babies and longer sentences for older children. Further to this, staff adapt their interactions to meet the needs of those children previously known to social care. For instance, staff talk about how characters are feeling during a story.

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Curriculum and teaching Expected standard

Leaders and staff have implemented an ambitious curriculum where all children make expected progress from their starting points. Children are developing their mathematical understanding well. Staff model counting items on a toy cake, which children copy. Staff provide plenty of opportunities for children to develop their language skills. For instance, staff comment, expand learning and question children during their play. Typically, staff support children's communication and language development well. However, on occasion, staff do not give enough time for children to think or respond to develop their language skills further. Leaders have identified this as an area for improvement, but support has not yet had a positive impact.

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Leadership and governance Expected standard

Leaders regularly support staff to attend purposeful training based on the needs of the children. Staff share what they have learned and implement changes, such as using consistent strategies to support children's emotional development. This has helped to reduce barriers that children face to learning and wellbeing. Staff feel well supported by leaders and confidently put forward ideas for improvement. Staff feel valued. Leaders and staff strive to constantly improve the education and care they provide to children. Leaders want to develop their outdoor areas with a nature garden to help children further develop their understanding of the world. Every decision made by leaders is in the best interests of the children. Leaders identified an area of improvement around staff allowing children more time to think and respond. However, the support put in place has not had a positive impact on developing children's language skills further. Leaders would benefit from re-evaluating

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Leadership and governance Expected standard

Leaders proactively work with parents, other settings that children attend and other education professionals to support those children facing barriers to learning, children with special educational needs and/or disabilities (SEND) and those previously known to social care. This collaborative approach supports continuity in education and care. Leaders have ongoing conversations with parents, sharing consistent strategies and next steps in learning. This also supports possible home learning.

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

Children are at the heart of the setting. Staff get to know children well and build positive bonds. Children's needs and interests are carefully considered to build on their next steps in learning, particularly those with special educational needs and/or disabilities (SEND). Children enjoy accessing favourite resources to share their interests with staff and their peers. Staff rapidly support children with SEND, working closely with parents to put in place strategic support. As a result, these children make positive progress.

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

Staff support children to learn about the world around them. Children learn about different celebrations through repeated stories to help embed new knowledge and learning. Staff carefully plan celebrations linked to children's cultural backgrounds. Leaders and staff welcome parents into the setting to share information about their home culture. Families and children feel a real sense of belonging. Further to this, staff help children to learn how to greet their peers during embedded routines. This also supports children's social skills. Additionally, children choose and talk about their favourite foods to their peers during snack. Children feel valued in making their own choices and become increasingly independent. This helps children to prepare well for the next stage in their learning.

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

Children develop their mathematical knowledge through many interactions. Children practise counting with actions and show small amounts using their fingers, modelled by staff. Children enjoy joining in with number nursery rhymes sung by staff to further develop children's mathematical understanding. Furthermore, staff introduce and repeat new words during interactions that are appropriate to children's age and stage of development. Staff help children to broaden their vocabulary and understanding. However, occasionally, staff do not give children enough time to respond to staff's questions, to further develop children's language skills and concentration.

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Next steps

Leaders should support staff to give children enough time to think and respond to staff's questioning to develop their language skills further. Leaders should support staff to extend and deepen children's engagement during activities.

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About this inspection

The inspector spoke with leaders, staff, parents and children 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 setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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About this setting

Local authority: Nottinghamshire County Council

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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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