Childcare on Domestic Premises, Full day care in Hampshire

Childcare on domestic premises

Unique reference number (URN): 2811169 Registered with Ofsted: 06/05/2025 Registers: EYR, CCR

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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

All children, including those with special educational needs and/or disabilities and those in receipt of additional funding, make typical progress in their learning and development. Children's communication and language skills are a strength of the setting. Children are confident and articulate in sharing their ideas, in large groups. For instance, older children explain how sugar in foods can cause holes in your teeth, as they sort foods into groups of healthy and unhealthy choices. Children use mathematical vocabulary to describe position, direction and movement, such as next to, under and over. However, staff do not always make full use of opportunities to extend children's counting skills and number recognition. As a result, this aspect of mathematical learning is not consistently deepened across all activities.

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Achievement Expected standard

Children develop a growing range of skills that support the next stages of their learning. They show increasing confidence and independence, such as making choices about their play and managing age-appropriate tasks for themselves. For example, younger children learn to use cutlery effectively to feed themselves at lunchtime, while older children attend to their toileting needs with minimal support. These developing self-care skills contribute to children's readiness for their eventual move to school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff work together to help children learn about positive and respectful relationships with their friends. Staff promote kindness and courtesy through everyday routines. For example, when younger children notice a friend is upset, they offer gentle cuddles to comfort them. Staff recognise and respond to these moments of kindness, praising children for their thoughtfulness. Children enjoy each other's company and learn how to play together respectfully.

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Behaviour, attitudes and establishing routines Expected standard

Staff understand the emotional development of children they care for. When children need gentle reminders or more time to understand and manage their emotions, staff respond sensitively. They adapt their approaches to ensure all children feel included. Staff take account of children's ages and stages of development, adjusting their language and strategies to help children understand and express their feelings in positive ways.

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Behaviour, attitudes and establishing routines Expected standard

Leaders successfully promote regular and prompt attendance for children, through discussions with parent and carers of the benefits this has. Typically, children show positive attitudes to learning. They are curious, willing to try new things and keep going when tasks are more challenging. This supports them to become confident, capable learners and helps prepare them well for the next stage in their education.

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Children's welfare and wellbeing Expected standard

Leaders and staff place children's welfare and well-being at the heart of all they do. The warm, trusting relationships staff build with children help them feel confident, secure and ready to learn. Staff take the time to get to know the unique needs of children they care for. Generally, partnerships with parents and carers helps staff understand and follow care routines from home. This has a positive impact on all children's wellbeing, including the youngest, who benefit from the rest and sleep they need to maintain their physical health.

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Children's welfare and wellbeing Expected standard

Staff promote children's understanding of healthy lifestyles as a key focus of the curriculum. Children benefit from regular opportunities to be physically active and to make healthy food choices, as staff use daily routines to extend this aspect of their learning. For example, children choose from a range of fruit and vegetable snacks and talk about what they have eaten before, what they enjoy and what they do not.

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Children's welfare and wellbeing Expected standard

Children also benefit from nutritious meals and snacks throughout the day. Staff encourage them to try new foods, offering gentle support and giving children time to explore unfamiliar tastes at their own pace. This approach helps all children, including those with special educational needs and/or disabilities, to develop confidence in trying and enjoying a wider range of foods.

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Curriculum and teaching Expected standard

Leaders plan an inclusive curriculum that focuses on priorities for children's learning. Overall, teaching during activities is purposeful and enables children to achieve well across all areas of the curriculum. However, on occasion, the mathematical curriculum does not fully support staff to consistently enhance children's early skills, such as counting, comparing quantities and recognising numbers.

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Curriculum and teaching Expected standard

Staff understand the needs of the children that attend and adapt their teaching styles to support the differing ages and abilities of children who attend. Where some children, including those with special educational needs and/or disabilities start behind in their progress, staff plan and tailor high-quality teaching to precisely target areas where they need most support. This is particularly effective in supporting children's communication and language skills. As a result, children catch up in their progress and develop the essential skills they need for their future success.

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Curriculum and teaching Expected standard

Leaders and staff prioritise children's physical play and health within the curriculum. Opportunities to be active are woven throughout the day. For example, children enjoy energetic play outdoors, where they learn to climb the steps to the slide and use equipment that helps develop their core strength, balance and coordination. Indoors, staff provide further opportunities for movement, such action rhymes that encourage children to use their bodies with confidence.

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Inclusion Expected standard

Leaders and staff ensure that children with special educational needs and/or disabilities, those who are known to children's social care and those who face barriers to their learning, are supported to make sustained progress from their starting points. Staff adapt the curriculum and routines to meet the needs of all children and ensure that everyone is included. For example, they understand how to support children safely and confidently during trips outside the nursery, and recognise key moments of transition, giving children the time and reassurance they need to respond and adjust. Leaders use additional funding effectively to meet children's individual needs. They work closely with parents and external professionals to identify appropriate resources, interventions, and activities that help children move towards their next steps.

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Inclusion Expected standard

Staff use robust assessment and monitoring procedures, to swiftly identify any emerging gaps in children's learning, from the outset. Leaders and staff use their knowledge of how to track and monitor children's learning to swiftly involve other professionals, where necessary. This collaborative approach ensures that strategies used to target and support areas where children need additional help are successful in closing identified gaps in their development. This has been particularly successful in supporting children's communication and language skills.

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Leadership and governance Expected standard

Leaders and staff work together to ensure children receive high levels of care and education. Staff workload and wellbeing are a key priority. Staff feel valued and well supported, especially in their wellbeing. Staff are encouraged to gain early years qualifications and to access relevant training to develop their skills further. However, leaders do not always focus on refining and expanding professional development to deepen staff's understanding of the curriculum and strengthen their teaching practice.

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Leadership and governance Expected standard

Leaders develop effective partnerships with parents and other professionals to ensure that children's needs are routinely met. There is well coordinated support for children with special educational needs and/or disabilities and those who face barriers to learning. Children remain at the centre of all decision-making, ensuring that support is timely, targeted and has a positive impact.

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Leadership and governance Expected standard

Leaders evaluate the setting with valuable contributions from parents, staff and children. This collaborative approach helps them gain an informed view of the provision. However, leaders should refine their evaluation processes so they can more accurately identify strengths and pinpoint precise priorities for development to help raise the overall quality of the provision further.

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

All the children, including those with special educational needs and/or disabilities and barriers to learning, thoroughly enjoy their time at the nursery. Families are warmly welcomed as leaders and staff recognise the value the partnerships they build with them. Children feel happy, safe and secure in the relationships they build with staff and their peers. Their regular attendance enables them to benefit from opportunities to promote their learning. For example, children take a walk out in the local community to chose foods for their snack times. They learn about road safety, as they listen to staff and explain how they must wait for the green man before crossing. Older children are patient and wait for peers whose pace is slower, responding with kindness to the differing needs of their friends.

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

Children enjoy a broad curriculum that sparks their curiosity and interest in learning. They are inquisitive and make typical progress because of the range of experiences they receive. Children maintain attention in activities that interest them and staff support them to develop their thinking skills through purposeful conversations. For instance, children categorise foods into healthy and unhealthy choices. They debate whether fruit pies are healthy or unhealthy, as they suggest that eating certain foods all the time might not be a good choice. Staff use this moment to extend children's thought process and strengthen their communication and language skills.

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

Children social development is nurtured successfully at the nursery. Staff help children learn the importance of kindness and respect as part of daily life. Children develop friendships with their peers and behave well. They listen to staff and respond positively to guidance, as staff use respectful interactions with them to develop their positive social skills. These experiences help children develop the social and emotional skills they need for the next stage of their learning.

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Next steps

Leaders should refine and expand targeted professional development to deepen staff's understanding of the curriculum and strengthen their teaching practice Leaders should continue to develop the mathematical curriculum to help staff consistently enhance children's early skills such as counting, comparing quantities and recognising numbers

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:00

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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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Age range of children at the time of inspection

Leaders should refine their evaluation processes so they can more accurately pinpoint strengths and priorities for development to further raise the quality of the provision.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator 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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