Childcare on Domestic Premises, Full day care in Hampshire

Childcare on domestic premises

Unique reference number (URN): 2852845 Registered with Ofsted: 02/10/2025 Registers: EYR, CCR, VCR

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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 Strong standard

All children make excellent progress from their starting points across all areas of learning and development. They demonstrate incredible communication skills as they confidently talk to staff, despite their young age. For example, when staff talk about how delicious the lunch smells, the children repeat, 'delicious'. Children chatter as they walk upstairs together, commenting on the stairs and steps. They concentrate intently as they balance on the climbing frame. Children confidently jump off, and then start the process again. They follow simple instructions and independently feed themselves. They make their needs known if they would like more food and they all drink from open cups. Any spillages are dealt with sensitively by staff. Children have the essential age and stage appropriate knowledge and skills for their future success and to progress to the next stage in their learning. They are well prepared for their transition to school when it comes as they are developing the skills

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Achievement Strong standard

they need, such as communication and independence.

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Behaviour, attitudes and establishing routines Strong standard

Strong leadership ensures staff create a wonderful, nurturing inclusive environment where children feel safe and secure. Staff recognise and value the importance of regular attendance. They have very high expectations and children behave incredibly well. Staff help children to become very familiar with their surroundings and ensure secure routines are effectively embedded in practice.

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Behaviour, attitudes and establishing routines Strong standard

Staff encourage children's independence at every opportunity. For example, children put on their own wellington boots to go outside, and staff praise them on their accomplishments. Children demonstrate very positive attitudes to their learning. For example, young children put their boots on, which is recognised as a huge achievement, by staff, even if they are on the wrong feet. Staff sensitively change these once the children have transitioned. This ensures children's attempts are the priority and staff consistently praise children for their efforts.

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Behaviour, attitudes and establishing routines Strong standard

Knowledgeable leaders and staff build extremely warm and trusting relationships with the children. They offer cuddles and reassurances to younger children as they snuggle in for a story. Children play well alongside each other and demonstrate secure friendships as they take it in turns to climb on the apparatus. Staff are excellent role models and teach children the importance of treating each other with kindness. Parents also report that as the setting has mixed age groups of children, they have noticed how their own children interact with others. For example, being sensitive to younger children and admiring older ones.

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Children's welfare and wellbeing Strong standard

Leaders promote children's welfare and wellbeing incredibly well. They build highly effective relationships with the children and their families from the start. Leaders and staff understand the children extremely well. Routines are tailored to meet children's needs in the 'home from home' environment. Leaders ensure effective handovers with parents at the beginning of the day give staff the knowledge they need to prepare for children's personal needs. For example, if children have not slept well, they are able to catch up on their sleep at the setting, so that they are refreshed and ready to learn. Leaders encourage staff to gain a wealth of information from parents to enable them to respond effectively to meet children's needs. Personal comforters support children's wellbeing, and these are sensitively removed once children are engaged in purposeful play. Leaders extensively promote the importance

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Children's welfare and wellbeing Strong standard

of staff developing secure attachments with the children. At story time children snuggle up for a cuddle or reassurance. This helps to further develop children's sense of security and wellbeing.

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Children's welfare and wellbeing Strong standard

Leaders promote a nurturing, safe environment. They ensure that the experienced, qualified staff are extremely sensitive and respectful of children's individual needs. Staff gently ask children if they would like their nappies changed, and if they would like help to take off their boots. Staff encourage children to be independent and support them to put their footwear away. They use lots of praise to encourage children to persist in their tasks.

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Curriculum and teaching Strong standard

Experienced leaders have very effective oversight of the setting's curriculum and ensure it is inclusive and teaching is consistently high quality. They undertake regular observations of teaching practice which helps to ensure staff continue to tailor the curriculum to meet the needs of the children. Leaders ensure that the curriculum is designed to promote children's natural curiosity through a range of activities and resources delivered by highly skilled and qualified staff. For example, they set out 'invitations' to spark interest in children. As a result, children become engrossed in activities that have been created to further develop their knowledge and skills. One 'invitation' related to children's interests in transport and vehicles. Staff recognised this and responded with books and stories and established a play area devoted to this. In addition, on the trips out, they looked for vehicles to continue to develop

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Curriculum and teaching Strong standard

this interest and positive attitude to learning that children possess.

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Curriculum and teaching Strong standard

Staff place a strong focus on developing children's core strength as they know this is integral to their continued physical development. They provide a wide range of resources to support this area of learning, such as climbing frames, and opportunities for children to stand at activities. As a result, children have rapidly gained the skills they need to support this area of development. Although the children in attendance are young, skilled staff weave mathematical language into the daily activities from songs and rhymes, to counting children's shoes and socks, and comparing the sizes of the plastic animals. As a result, children are beginning to learn early mathematical knowledge.

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Inclusion Strong standard

Practice at the setting is highly inclusive. Although no children attend with identified special educational needs and/or disabilities, some children may face other barriers to their learning. Leaders and practitioners consistently ensure that any barriers are identified swiftly and effectively addressed through gathering thorough knowledge of the families. Parents are extremely complimentary about the demonstrable difference the staff have made to their children.

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Inclusion Strong standard

Well-qualified leaders embed a very effective settling in period for children and parents/carers to attend and this is tailored to meet the needs of individuals. They also undertake home visits prior to children starting if this will further meet the families' needs and support children's smooth transitions to the setting. This helps to ensure that children's individual needs are met exceptionally well and children develop a sense of security and well-being from the beginning of their time at the setting.

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Inclusion Strong standard

Detailed regular observations and assessments help staff to identify and recognise if children need additional help to aid their learning. Leaders are familiar with the processes to follow if they have concerns about children in their care to enable them to get the support they may need at the earliest opportunity. Staff use Makaton and children who do not yet have the language skills learn to sign simple words such as thank you and please. This helps children to be included in all activities and helps to promote their sense of belonging.

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Leadership and governance Strong standard

Ambitious leaders have a clear vision for future development and understand the setting's strengths and have plans for further progression. They are in the process of extending and developing their other setting which is situated in rural surroundings. This will enable them to offer opportunities for younger children take part in more outdoor provision. Leaders are passionate about providing the best possible experiences for all the children in their care, including those who may face barriers to their learning. Partnerships with parents are excellent. Parents speak about the support they receive and how the setting is a 'home from home' nurturing environment. They comment on the flexibility it provides and how their children have 'thrived' since joining. Parents share that their children want to attend at the weekends and how their communication and language development has been 'incredible'. They believe this is down to the staff's 'dedication and expertise'.

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Leadership and governance Strong standard

Experienced leaders demonstrate a commitment to further develop and mentor their staff through personal development programmes. Leaders focus on staff's professional development, and many are undertaking additional training to further develop their skills. This helps to ensure staff continue to provide a high level of care and education to children. Staff report they feel incredibly valued in their work. They receive regular supervision sessions, affectionately called 'chirps,' to support them in their roles.

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Leadership and governance Strong standard

Partnership with two local schools is extremely effective. Leaders offer a 'one stop shop' for parents, as they drop off and collect children from the schools. A number of children transition to other schools and the partnership working with these schools is fully embedded. Leaders know and understand what the schools need children to be able to know and do before they move on to the next stage in their education. This enables leaders to share expectations with parents from the beginning of the children's journey at the setting.

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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

Children are placed at the heart of everything the leaders and staff do in this 'home from home' setting. Valuable information about the children is gathered from parents during the bespoke settling-in sessions. This helps staff understand what children know and can do from the beginning. As part of this process, they also explain to parents the importance of children's regular attendance and punctuality.

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

Children arrive happily. They separate from their parents with ease and staff welcome them with open arms. Children settle into the stimulating environment staff have created to meet

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About this setting

Unique reference number (URN): 2852845 their needs. For example, children freely explore the many sensory experiences staff have set up as they know this is how children learn from a young age. Children's learning and development is supported at every opportunity. For example, whilst outside a bee lands on the flowers and staff immediately highlight this to the children so that they can follow the bee's journey. Children's growing communication and language skills are developed through songs and stories. Children squeal with delight when staff lead the song time and change the pitch of their voice.

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About this setting

Children benefit from regular outings to the local parks and shops to extend their knowledge and awareness of the local community. Staff use this opportunity to build on children's prior experiences and give them meaningful, first¿hand experiences within the local area. Children enjoy fresh, home-cooked food. Mealtimes are an extremely social occasion. Children hand out the bowls to their friends, and they all sit down together. Children engage well with their friends and staff, talking about what they have been doing during the morning. Leaders and staff know the children incredibly well and will offer additional food for those who have a greater appetite. Children make rapid progress in their development from their starting points and are well prepared for the next stage in their education.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, 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. Type: Childcare on domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 19:00

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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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