Childcare on Domestic Premises, Sessional day care in Bury

Childcare on domestic premises

Unique reference number (URN): 2782108 Registered with Ofsted: 22/03/2024 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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Achievement Expected standard

Children generally make progress in their learning across the curriculum, especially in communication and language. They have the opportunity to hear new words during activities and daily routines. Children connect these words to actions and activities, securing their understanding. For example, children repeat individual words they hear, such as 'roll', 'ball' and 'bounce' when playing with play dough. Children are eager to join with activities and try new tasks. They gain the skills that they need for the next stage in their learning. For example, children have opportunity to build fine motor skills to strengthen the muscles in their hands and fingers.

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Achievement Expected standard

Children with special educational needs and/or disabilities and those with other barriers to learning achieve well from their starting points. They confidently develop their social skills through small-group experiences and while being physically active outside.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have made significant changes to the environment to support the effectiveness of the daily routine. For example, staff foster children's independence by providing them with direct access to the bathroom, generally reducing the time children spend waiting. However, during the transition between circle time and outdoor play, some children still sit in a line to wait to go to the bathroom. This disrupts children's participation in learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders ensure that there is a clear understanding of the expected behaviour for all children. Staff are positive role models, showing kindness and respect in interactions. They consider children's age and stage of development in relation to these expectations. For example, during circle time, when younger children move away, staff provide them with other activities to meet their needs and interests. Staff support children to play and work together in harmony. They encourage children to take turns and share. For example, when playing with the play dough, staff model sharing with other children.

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Behaviour, attitudes and establishing routines Expected standard

Staff have warm and positive relationships with children. They support children to engage in a range of activities. This helps children to have positive attitudes towards their learning. Children focus on activities for sustained periods of time. They are eager to try new activities, and staff skilfully adapt their approach to meet children's needs. Leaders promote children's attendance effectively through conversations with parents and carers. They follow up in a timely way when children are absent or late.

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Children's welfare and wellbeing Expected standard

Leaders and staff have created a calm and safe space. They work well as a small team, prioritising children's wellbeing. This means that children feel safe and secure and look for help when needed. Staff build respectful and positive relationships with all children, including those with special educational needs and/or disabilities (SEND). They focus on supporting children's wellbeing by meeting their individual needs. This means that children with SEND have a deep sense of belonging. Staff tailor care practices effectively to meet children's individual routines. For example, when babies show signs of being tired, staff quickly respond and prepare them for sleep. Leaders implement an effective key-person system. Key persons know their children extremely well. For example, babies reach out to their key person for support and comfort. Staff recognise children's feelings and respond appropriately. This supports children to

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Children's welfare and wellbeing Expected standard

understand their emotions and be confident to express themselves.

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Children's welfare and wellbeing Expected standard

Staff support effective hygiene practices with children. They foster children's independence throughout daily routines. For example children, including babies, wash their hands with increasing independence. Staff provide children with opportunities to learn these skills over time.

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Children's welfare and wellbeing Expected standard

Staff generally ensure that children learn about making healthy choices to support their wellbeing. For example, children take time to rest each day after lunch. Staff implement individual routines effectively for younger children and babies. Leaders and staff place a high importance on physical activity. They provide regular and frequent opportunities for children to explore outside.

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Curriculum and teaching Expected standard

Leaders and staff are working with the local authority to develop and strengthen the curriculum for children. They connect the curriculum to cover a range of topics that support children's experiences in their home environment, such as celebrating Passover. Staff generally have a clear understanding of children's starting points. They use this information to plan a curriculum to support their learning. Staff complete regular assessments to keep track of children's progress. They use this information to inform children's next steps. For example, staff plan craft activities that meet children's varying ages and stages by having a range of resources available, such as stickers, colouring pencils and crayons. Staff support successful transitions from the babies' room based on children's stages of development rather than age.

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Curriculum and teaching Expected standard

Staff support children with special educational needs and/or disabilities or those with barriers to learning effectively. They provided targeted support for children to enable them to make progress, particularly in their language and communication development. For example, staff narrate babies' actions while washing their hands and comment on older children's colouring, extending their vocabulary. Staff adapt their practice to meet the needs of individual children. They skilfully change their approach between different ages of children to ensure that children's learning is extended. Staff teach mathematical concepts, such as counting, shapes and positional language. For example, staff support children's counting while making holes in the play dough and when running and jumping in the garden.

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Inclusion Expected standard

Leaders and staff accurately identify children's needs. They work collaboratively with other agencies. Staff implement their advice and strategies effectively to support children's development. Staff training on the graduated approach is generally implemented well. They create plans to support children with special educational needs and/or disabilities (SEND). Staff generally review these plans on a regular basis, ensuring that they are effective and children with SEND are making progress. For example, staff extend children's 1 to 2 word sentences and model 3 to 4 word sentences back.

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Inclusion Expected standard

Leaders use additional funding effectively to support children's individual needs. Staff support children through targeted one-to-one support. They know the children well and have a clear understanding of their progress. Staff and parents and carers work together to share information. They use information from agencies to plan effective support that meets children's individual needs. Staff keep parents up to date with information about their children's progress and participation in targeted activities.

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Leadership and governance Expected standard

Leaders have a clear understanding of the setting's progress and areas of development. Since the last inspection, leaders have adjusted the setting to support children's independence. They have created a separate area for younger children and babies. This ensures that staff can meet the specific age and stage of development more precisely. Leaders are working with the local authority to implement changes and develop the skills and knowledge of the team. They have a clear action plan in place to support ongoing improvements of the setting, such as embedding an ambitious curriculum and strengthening the babies' room environment. Leaders are actively implementing advice and make prompt improvements that are helping the children currently attending.

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Leadership and governance Expected standard

Leaders work well with other professionals to support children's learning and development. Staff have warm relationships with parents and carers. Parents are happy with the communication from staff and the care that their children receive. Leaders provide targeted support and training for staff. This includes training specific to babies and supporting staff to obtain level 5 qualifications. Leaders create a culture of learning and encourage the team to share its knowledge with others. They provide regular supervision sessions that focus on growing staff's capabilities. Staff feel supported and appreciated.

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Leadership and governance Expected standard

Leaders have identified that support of an action plan has enabled them to make progress and ensure that all team members work towards the actions. They are currently developing their own systems and processes to continue to empower the team and create a sustainable workload for leaders. This will continue to be a focus as they move forward.

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

Children arrive happy and show they feel safe in the setting. They receive a warm greeting and form secure attachments with staff. Children eagerly join their friends at activities and play extremely well together. They show enjoyment and are keen to learn. For example, children take part in circle time, where they show joy and enthusiasm as they sing songs together.

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

Children have a deep sense of belonging in the setting. Staff are responsive and caring. They support children's social and emotional development effectively. Children make connections to their home lives, such as making matzah with play dough. Staff support children to build independence through daily routines. For example, babies wash their hands with support from staff, while older children receive encouragement to do this independently. Staff recognise children's differing abilities and make adjustments to the routine and their expectations. For example, they help younger children to learn how to put their own coats on, while older children demonstrate how they have learned these skills.

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

Children with special educational needs and/or disabilities (SEND) receive support to make progress from their starting points. Children with SEND engage in a variety of activities that support their learning and development. Staff tailor these activities to meet children's individual needs. For example, staff use short clear sentences to support children's growing communication skills. Staff know the children well and are responsive to children's verbal cues. Children flourish in a setting where they are safe and secure and their uniqueness is celebrated. For example, staff praise children and acknowledge them for their efforts.

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Next steps

Leaders should continue to develop systems and processes to support ongoing identification of improvement areas. Leaders should continue to strengthen the implementation of a high-quality curriculum through training and action plans. Leaders should further explore routines and transitions, ensuring that these times are purposeful for children and limit any need for waiting.

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About this inspection

The inspector spoke with leaders, staff, parents and/or 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 15:30

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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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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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