Childcare on Domestic Premises, Full day care in Gloucestershire

Childcare on domestic premises

Unique reference number (URN): 2823919 Registered with Ofsted: 12/06/2025 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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Leadership and governance Strong standard

Leaders provide highly reflective and supportive leadership with a clear and ambitious focus on maintaining high-quality education and care. The setting is currently managing a period of change within the staff team. Leaders have ensured that extremely clear leadership responsibilities are in place so the day-to-day running of the setting remains very stable and consistent for children and families, with any areas for development identified and addressed promptly.

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Leadership and governance Strong standard

Leaders demonstrate a highly effective understanding of the setting's strengths and areas for development. They regularly review their action plan and work closely with staff to strengthen practice across the provision. Leaders communicate priorities clearly with staff and involve them in discussions about improving practice across the provision. This results in continuous improvements to the quality of education and care. Leaders' decisions are focused on the needs of children, including those who may face barriers to learning. Leaders also work closely with families and external professionals to ensure children receive appropriate support.

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Leadership and governance Strong standard

Leaders have established a positive professional culture, where staff feel valued and supported. Staff speak positively about leaders and feel confident to discuss their practice and seek guidance. Regular supervision sessions, staff meetings and peer observations are used effectively to support reflective practice and professional development. Staff also have opportunities to extend their professional development based on their interests and to further enhance their practice. Training opportunities help staff develop the knowledge and skills needed to support children effectively. Leaders place a strong emphasis on staff's wellbeing and workload. They provide opportunities for staff to discuss their work and receive support where needed. This contributes to a positive and motivated staff team who are committed to delivering high-quality care and education for all children.

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Achievement Expected standard

Children develop knowledge and skills as they move through the curriculum and generally achieve well from their starting points. Children are confident and engaged in their learning across the setting. They participate in activities, such as construction play, sensory exploration and creative experiences.

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Achievement Expected standard

Babies explore their environment with interest, accessing resources, such as sand and water trays, while staff model language and support early communication. Children develop independence through everyday routines. For example, toddlers feed themselves independently and pour their own drinks during lunchtime.

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Achievement Expected standard

Children who may face barriers to learning, including those with special educational needs and/or disabilities (SEND), receive appropriate support to help them make good progress from their starting points. As a result, they develop the knowledge and skills needed for their next stage of learning and development.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a calm and caring environment, where the expectations for children's behaviour are understood by staff and children. Clear routines throughout the day, such as group times, handwashing and mealtimes, help children to understand what is expected of them. Staff support children to follow these routines and provide gentle reminders and encouragement when needed.

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Behaviour, attitudes and establishing routines Expected standard

Staff build warm and respectful relationships with children and act as positive role models. They respond sensitively to children's needs and support them to behave appropriately. For example, staff encourage children to share resources, take turns and play cooperatively with their peers. Children begin to understand how to get along with others and develop positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff consider children's ages, stages of development and individual needs when supporting their behaviour. Leaders promote the importance of regular attendance and work with families to help children establish consistent routines. Leaders also prioritise supporting children to develop positive relationships as part of the setting's approach to behaviour and routines. However, leaders recognise the need to now further strengthen how children are consistently supported to understand and manage their own feelings and behaviour, so that they increasingly develop independence, confidence and emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders promote a welcoming environment, where children's individual care needs are understood and supported. Staff build secure and responsive relationships with children, helping them to feel safe and settled. Babies confidently explore their surroundings and regularly check in with familiar staff, who provide reassurance through warm interactions and language modelling. These relationships help children to develop a sense of belonging. This helps children to feel confident to explore and engage in their play and learning.

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Children's welfare and wellbeing Expected standard

Care routines support children's wellbeing and independence. For example, older children help to prepare and serve snack during outdoor activities, encouraging independence and social interaction. Children follow routines, such as handwashing, snack times and rest periods, that help them develop an understanding of healthy habits and personal care. These consistent routines help children to feel secure and develop increasing independence. Staff also use regular outdoor play to support children's physical development and wellbeing.

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Children's welfare and wellbeing Expected standard

Staff support children to begin recognising and expressing their emotions, providing reassurance and guidance during activities and routines. For example, they offer calm support and encouragement during daily routines and transitions so children feel secure and understand what is expected of them.

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Curriculum and teaching Expected standard

Leaders have designed a broad curriculum that reflects the areas of learning and development in the early years foundation stage. They regularly review the quality of teaching through observations and discussions with staff and use this to inform improvements to planning and practice.

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Curriculum and teaching Expected standard

Children benefit from a wide range of learning experiences across indoor and outdoor environments. Staff in the pre-school room provide opportunities for construction, mark making, creative play and early number exploration. They also use outdoor learning to support different areas of learning. For example, children explore the outdoor environment and forest school areas while taking part in activities that involve counting, measuring and problem-solving. These experiences help children apply their learning in different contexts, which encourages curiosity and exploration.

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Curriculum and teaching Expected standard

Staff support children's communication and language development through conversations, modelling vocabulary and encouraging children to share their ideas. For example, staff introduce mathematical language during activities, such as sorting, comparing quantities and exploring number. Staff also prioritise children's physical development and personal, social and emotional development so children feel confident and secure during routines and play.

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Curriculum and teaching Expected standard

Staff know children well and use observations to understand their development and interests. They are attentive to the needs of children who may be disadvantaged, have special educational needs and/or disabilities (SEND), or who face other barriers to learning. Staff use information from observations, parents and other professionals to adapt teaching and make appropriate adjustments, so that children can access the curriculum and take part in a broad range of learning experiences. Leaders are continuing to strengthen how assessment and planning are used so that all children consistently benefit from the full range of learning opportunities available.

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Inclusion Expected standard

Leaders promote an inclusive culture and ensure that children with special educational needs and/or disabilities (SEND) typically receive the support they need to access the curriculum. Leaders identify children who may require additional support and work closely with families and external professionals to understand their needs. For example, leaders seek advice from health visitors, speech and language professionals and other specialists to help shape the support children receive.

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Inclusion Expected standard

The special educational needs coordinators work with staff to develop individual plans for children with SEND. These plans identify clear targets and are reviewed regularly with families and professionals so that support can be adapted to meet children's needs. Leaders provide training and guidance to help staff to support children, who may face barriers to learning or wellbeing. For example, staff receive training to help them support children's communication and emotional development. Leaders also use early years pupil premium funding to reduce barriers to children's learning, including providing additional resources and professional development for staff. Leaders understand the needs of children, who may require additional support and monitor their progress. They are working hard to build further on staff's understanding to ensure children's emerging needs continue to be consistently identified, recorded and reviewed, so

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Inclusion Expected standard

that all staff understand the impact of support on children's progress.

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

Children arrive at a welcoming setting, where they feel safe and build warm relationships with staff. Babies confidently explore their surroundings. They regularly check in with familiar staff, who respond with smiles, reassurance and language modelling. Parents describe staff as 'caring and approachable'. They report that their children have grown in confidence since attending the setting. Staff know children well and respond sensitively to their needs. For example, when children become disengaged during group activities, staff calmly reassure them and support them to rejoin their peers.

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

Children spend a significant amount of time learning outdoors. Outdoor learning is a key part of daily life. Children benefit from large outdoor spaces, including gardens, forest school areas and shared outdoor environments. They confidently climb, build with construction materials and explore storytelling areas with their friends. Staff plan the outdoor provision to offer ample opportunities for children to develop their physical skills, cooperation and imaginations. Indoors, children take part in activities that help them build their knowledge and skills. For example, children engage in play dough activities, where they follow a recipe, count ingredients and talk about the initial sounds in words. Babies explore sensory experiences, such as sand and water, while staff model language and encourage early communication.

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

Staff support children to take part in a range of experiences across the setting. They shape learning opportunities by children's interests. Staff adapt activities so all children can participate alongside their peers. For example, they use Makaton signing and work with families and professionals to support children's communication and development.

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Next steps

Leaders should strengthen how children are supported to increasingly manage their own feelings and behaviour across the provision.

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About this setting

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

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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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About this inspection

The inspector spoke with leaders, staff, the special educational needs and/or disabilities coordinator, parents and carers 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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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