Childcare on Domestic Premises, Full day care in Rutland

Childcare on domestic premises

Unique reference number (URN): 2773467 Registered with Ofsted: 01/12/2023 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 are active learners, showing great curiosity as they enthusiastically 'have a go' at a wide range of stimulating activities. They are confident communicators during role play. For instance, children use their imaginations as they pretend to float in space. They enjoy many outings which give them much to talk about. For instance, older children recall recent journeys on trains while they play with model railways. Young children are eager to chat with staff and each other with gestures and single words.

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Achievement Strong standard

Children demonstrate a great love of books and songs. This helps to support early literacy skills. They snuggle up with staff to share a story. Children enjoy playing with water, sand and dough which helps them to develop their small muscles. They skilfully turn a tap to collect water, fill and empty jugs, transfer sand into containers, and use tools to roll, mould and cut dough. Children proudly help with tasks and attend to self-care needs, such as putting on shoes. All children are very well-prepared for future learning.

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Behaviour, attitudes and establishing routines Strong standard

Children develop firm friendships under the guidance of caring staff. They flourish as staff teach them how to get on with each other, such as by sharing and taking turns willingly during games. Staff develop trusting and warm relationships with children. They are positive role models who demonstrate excellent manners. This is highly impactful on children's consistently polite and exemplary behaviour. Staff know children's needs in depth and are sensitive to their changing interests. They reassure children when needed and listen attentively to their ideas.

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Behaviour, attitudes and establishing routines Strong standard

Routines are carefully designed, thoughtfully adapted and delivered to support staff's high expectations for children. Staff ensure children understand boundaries, appropriate to their age and stage of development. The high standard of teaching, including a wealth of praise and encouragement, helps children develop confidence, self-esteem and the ability to recognise and manage feelings and actions.

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Behaviour, attitudes and establishing routines Strong standard

Staff offer children choices during activities. For example, they encourage children to decide whether to join in with dancing or play with dough. Children show that they feel valued as they share their thoughts and ideas enthusiastically. Staff establish effective partnership working with parents. This enables them to promote the importance of punctuality and routine attendance through understanding the impact on children's experiences and development, in readiness for school.

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Children's welfare and wellbeing Strong standard

Robust policies and procedures are reviewed and adapted regularly to support staff to maintain high standards of care that are thoughtfully matched to children's different needs. For instance, staff adapt sleeping and eating routines to children's ages and individual requirements. Children enjoy healthy food choices at meal times. They cut up fruit independently for snack. Staff teach children to move securely between levels when using steps to access the outdoor area. This helps children to learn about keeping themselves safe. Before playing outdoors, children talk about protecting themselves from the warm sunshine, including using sun cream and hats. After activities outside, such as feeding the pet rabbit, children understand they should wash their hands thoroughly. This consistent practice helps children learn about staying safe and healthy. Staff promote children's knowledge about oral health effectively.

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Children's welfare and wellbeing Strong standard

Children explore emotions in discussion with staff who help them find out about their own and other people's feelings. Staff read stories to children to illustrate these. Children show that they feel safe and secure and experience a deep sense of belonging at the setting. Parents comment that children are always happy to attend. They highly value the loving attachments between children and staff.

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Curriculum and teaching Strong standard

Staff demonstrate a comprehensive understanding of child development and the early years foundation stage. This informs the carefully-sequenced curriculum. There are high expectations for every child, including those who face barriers to learning. Staff adapt their teaching to help address any barriers to children's learning and narrow any gaps. They reflect on activities to ensure these are purposeful and effective. Staff constantly look for ways to promote children's personal, social and emotional development. For instance, they use a timer to help children learn to wait their turn to dress up as an astronaut.

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Curriculum and teaching Strong standard

Staff give children plenty of opportunities to develop their skills while running vigorously, jumping, balancing and climbing in the garden. Indoors, they dance with staff to music. This supports their physical development and spatial awareness. Staff promote children's communication and language skills as a priority. They repeat words clearly and introduce new and rich vocabulary into conversations. For example, in conversations about trips that children have experienced, staff talk about different forms of transport. Staff ensure that children enjoy exploring numbers. Children join in with songs, find number cards and count down from 5. Staff skilfully introduce mathematical language for quantity, size and shape to extend children's understanding. For example, during frequent outings in their community, they encourage children to identify shapes in the environment. Children investigate 'heavy and light', as staff show them how to weigh using balancing scales.

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Inclusion Strong standard

There are high ambitions for all children at the setting. This is an extremely inclusive environment where children's individual needs and next steps are consistently identified, supported and monitored. Staff use information gathered through home-visits, tailored settling-in sessions and thorough observations, to establish any gaps in children's learning. Staff actively and promptly seek guidance from, and work in partnership with, other agencies. This includes accessing specialist advice for children who may have special educational needs and/or disabilities (SEND). As children's needs change over time, staff review targets and adapt their practice to ensure excellent support for all children with barriers to their learning and/or wellbeing. Staff keep parents well informed about children's progress and next steps so they can support them with learning at home. Staff complete relevant training to help ensure that their actions are effective in addressing the needs of

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Inclusion Strong standard

Staff adapt resources to support children's needs. For example, children who speak other languages hear words and look at books in these languages at the setting. Staff work well with families to use any additional funding to meet children's individual needs. They understand the importance of providing specific support for children who are known (or previously known) to children's social care.

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Leadership and governance Strong standard

Leaders and staff continuously reflect together to share best practice. They identify ways to enhance the setting in the interests of all children, including those with special educational needs and/or disabilities or facing other possible barriers to learning and/or wellbeing. Staff are extremely proud of the children and the setting's achievements. Leaders prioritise staff wellbeing alongside children's. Staff strive to offer consistently positive learning and care for children, and extensive support for families, particularly during challenging times. The setting is committed to specifically targeted professional development that is highly impactful on teaching and learning. For example, staff were inspired to focus on enriching the teaching of mathematics even further following recent training.

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Leadership and governance Strong standard

Partnership working has a highly positive impact on the quality of education and care, especially where children have barriers to learning and/or wellbeing. The setting is proactive in seeking out professionals to help address children's specific needs. Effective relationships with all parents and carers are supported by regular and meaningful communication about children's experiences and progress. This helps to ensure a consistent approach at the setting and at home, for example, when toilet training. Staff exchange purposeful information with other early years providers that children attend to promote continuity in care and learning. Support for children's entry into the setting and their eventual move onto school is tailored to ensure that these transitions are smooth and positive.

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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 thrive in the care of well-qualified leaders and staff. Children arrive eager to join their friends, and the welcoming staff, in meaningful and fun activities. They demonstrate their sense of belonging as they move comfortably into the setting. Those children who face barriers to learning or need more support to settle have their needs met promptly by staff who understand and value their unique qualities and interests. This gives children confidence to express themselves, knowing they will be listened to. Children work together, with kindness and respect, to complete tasks. For example, older children help younger ones as they put together a train track, ready for a 'trip to the seaside'. They say, 'Here you are', as they willingly share out pieces of track. Children develop social and problem-solving skills as they decide how to create the route and give tickets out for the journey. Younger

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

children make sounds to represent the train, keen to contribute.

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

Children giggle while exploring the stimulating environment using all their senses. They show high levels of engagement and concentration, supported by consistently positive interactions with staff. One example of this is when children practise communication and language skills during a game of 'What's in the box?'. Young children name the objects they pull out and join in with dancing and actions to songs. Older children choose songs and competently sing the words. Staff adapt activities and teaching to support children, including those with barriers to their learning. For instance, they use objects and pictures, alongside signing, to promote children's understanding. All children make significant progress from their starting points. Nurturing staff extend learning skilfully with comments and questions.

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

Children proudly carry out tasks, such as clearing away after mealtimes. They develop independence and self-care skills, including toileting and handwashing. Staff promptly follow

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:45 - 17:00

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. procedures to address punctuality and attendance. They ensure parents understand the importance of regular attendance, so that children enjoy the wealth of learning opportunities.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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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. This data is from 30 April 2026

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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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