Childcare on Domestic Premises, Sessional day care in Bradford

Childcare on domestic premises

Unique reference number (URN): 2832443 Registered with Ofsted: 27/03/2025 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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Achievement Strong standard

Children make rapid progress from their individual starting points and develop a broad range of knowledge and skills across the curriculum. They communicate confidently, using a wide vocabulary to express their ideas, needs and interests. Children listen attentively and engage in meaningful conversations, showing secure development in communication and language. They demonstrate high levels of curiosity and sustained engagement in their learning. All children, including those who are disadvantaged, those with special educational needs and/or disabilities and those known or previously known to social care achieve well. They develop the skills needed to overcome barriers and participate fully in the curriculum. Children show resilience and independence, confidently making choices and managing tasks for themselves. For example, children use tongs to self-serve food at mealtimes and wash their own hands. Children apply learning across different experiences and

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Achievement Strong standard

demonstrate a secure understanding in all areas of learning. This means children are exceptionally well prepared for their next stage of learning, including school and show the confidence and skills needed to succeed.

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Behaviour, attitudes and establishing routines Strong standard

Leaders establish a highly-positive environment where expectations for behaviour are clear and consistently understood by children. Children demonstrate respectful and considerate behaviour. They understand routines and respond well to expectations. For example, children know to line up to wash their hands before sitting down at lunch time. Relationships between children and staff are warm and secure. Children show confidence and a strong sense of belonging. They approach others with kindness and form positive relationships with their peers. Children take turns, share and resolve minor disagreements with increasing independence. Staff are positive role models and remind children of expected behaviours and explain why these are important. This helps children to understand the impact of their actions on others. Staff use praise effectively to reinforce positive behaviour.

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Behaviour, attitudes and establishing routines Strong standard

The importance of regular attendance is shared with parents. Children arrive settled and ready to learn, benefiting from consistent routines. Children demonstrate highly positive attitudes to their learning. They are motivated, curious and sustain their engagement in activities. Expectations are adapted to meet children's individual needs. Children with special educational needs and/or disabilities are supported to understand routines and expectations through the use of visual aids. This consistent approach supports children to develop secure social skills and positive attitudes to their learning.

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Children's welfare and wellbeing Strong standard

Care practices are highly effective and meet children's individual needs. Staff have a detailed understanding of each child and respond sensitively to their routines and preferences. This includes children with special educational needs and/or disabilities, those who are disadvantaged and those known, or previously know to social care. All children experience consistent, attentive care. Secure attachments are evident. Key persons know children well and provide reassurance, helping children to feel safe and emotionally secure. Children confidently seek support and show trust in familiar adults. They develop a strong sense of belonging within the setting.

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Children's welfare and wellbeing Strong standard

Children are supported to understand their health and wellbeing. They enjoy eating fresh, home-grown food, which the setting's chef prepares into nutritious meals, such as vegetable curry. Children are involved in growing fruit and vegetables and learn about where food comes from. They benefit from daily fresh air and exercise, supporting their health and physical development. Children learn how to keep themselves safe and begin to understand risks in their environment. For example, children learn about fire safety as they help to build fires and cook food. Children are supported to recognise and manage their emotions. On arrival, they use 'emotion stones' to share how they feel. Staff read stories about emotions to support their understanding further. Routines, such as sleeping and feeding follow children's individual needs, helping them to feel secure and settled.

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Curriculum and teaching Strong standard

Leaders have a highly effective oversight of the curriculum and teaching. They have a clear and ambitious vision for what children should learn. Staff plan rich experiences that build on what children know and can do. The curriculum is carefully sequenced and covers all areas of learning, reflecting children's interests and promoting deep engagement. Leaders regularly evaluate practice through reflection and gather feedback from staff, children and parents to inform improvements. They identify strengths and areas for development and take effective action. For example, leaders recognised the need to strengthen links with the local community and invited the police in to visit the setting. This further enriches children experiences and understanding of the world.

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Curriculum and teaching Strong standard

Staff deliver consistently high-quality teaching. They engage children in purposeful interactions and use skilful questioning to extend thinking and develop language. Children spend much of their day outdoors, where a forest-school approach supports rich and meaningful learning experiences. They show high levels of engagement as they paint large sheets using a range of colours. Staff support children to make marks and explore colour, fostering creativity and early mark-making skills. Children develop mathematical understanding as they explore how water flows through trays, filling and emptying containers and learning about capacity and movement. They develop coordination through daily outdoor physical play, including balancing on logs and swinging on tree swings.

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Curriculum and teaching Strong standard

The curriculum is adapted to ensure all children can fully access learning. Teaching is highly responsive to meet all children's individual needs, including those with special educational needs and/or disabilities, those known or previously known to social care and disadvantaged children. Consequently, all children develop a secure foundation of knowledge and skill for future learning.

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Inclusion Strong standard

Leaders prioritise creating a fully-inclusive environment for children and their families. They have a secure understanding of children's individual needs and take effective steps to identify and reduce barriers to learning and wellbeing. Robust assessment systems help staff to recognise emerging needs early and adapt practice to support all children. Children with special educational needs and/or disabilities are supported extremely well. Leaders are highly effective in working together with staff, parents and other professionals to ensure strategies are targeted and consistently implemented.

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Inclusion Strong standard

Children known or previously known to social care are supported sensitively. Staff understand their needs and work in partnership with other agencies to promote their wellbeing. Leaders ensure that children are fully included in all aspects of the setting. Additional funding, such as early years pupil premium, is used effectively to support disadvantaged children to access new experiences. For example, funding has been used to purchase caterpillars in response to children's interests and needs. Children learn about life cycles as they observe the caterpillars grow and change into butterflies. Staff adapt their interactions and teaching to ensure children remain included and engaged. This inclusive approach helps children to feel valued, supported and able to participate fully in their learning.

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Leadership and governance Strong standard

Leaders are committed and highly motivated, maintaining high standards across all aspects of the setting. They have a clear vision for continuous improvement and evaluate practice regularly. Leaders monitor teaching closely through regular observations, and provide staff with clear and constructive feedback. This ensures that high-quality teaching is consistently maintained and individual's practice continues to improve. Focused support is provided where needed, enabling staff to further develop their skills.

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Leadership and governance Strong standard

Staff wellbeing is prioritised. Staff report high levels of job satisfaction and feel extremely well supported in their roles. Leaders are mindful of workload and provide a positive working environment where staff feel valued and respected. Regular supervision sessions support staff to reflect on their practice and identify areas for improvement. Professional development is purposeful and aligned to improvement priorities.

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Leadership and governance Strong standard

Partnerships with parents are highly effective. Leaders establish positive working relationships with parents right from the start. Parents comment on the excellent communication they receive, through an online platform, 'stay and play' sessions and daily handovers. They feel fully involved as partners in their children's learning. Parents particularly value the rich outdoor learning experiences. This collaborative approach supports children's development effectively and contributes to the overall high quality of the setting.

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

Children arrive happy and eager to start their day. They are warmly welcomed by the passionate and experienced staff. Children form secure attachments with staff who know them extremely well and are attentive to their individual needs. Leaders gather detailed information when children first start and fully involve parents in their children's learning. Families are welcomed into the setting and valued as partners in their children's learning. Children know the routines well and feel safe and secure in their surroundings. Staff are responsive and attend to children's needs through gentle and consistent reassurance.

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

Children are highly engaged and show a keen desire to learn in this rich and varied learning environment. They show curiosity and delight as they explore their surroundings. Leaders have created an ambitious curriculum that is centred around the holistic development of each child. It values their unique interests, abilities and learning styles. Leaders place a considerable emphasis on outdoor forest-school experiences and understand the need for children to explore nature and be physically active. For example, children use butter and seeds to make bird feeders, developing their understanding of nature and how to care for living things. This supports children's curiosity and next steps in learning extremely well. Children are well prepared for their next stage of learning and eventual move to school.

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

Children are kind and respectful and behave well. Leaders and staff provide a consistent approach in managing children's behaviour. They offer gentle reminders and use praise effectively to build children's self-esteem and confidence. Children develop positive friendships, playing together and cooperating with one another. Staff encourage children to share and take turns and resolve minor disagreements. This supports children's resilience and empathy.

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

Leaders and staff take an active approach to identifying barriers to children's learning and wellbeing, including those with special educational needs and/or disabilities, those known or previously known to social care and disadvantaged children. They have an excellent understanding of each child's individual needs and consider them in every aspect of the curriculum. Highly-tailored support allows children to be fully included in all aspects of the setting. Children develop a true sense of belonging and thrive at this highly inclusive setting.

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Next steps

Leaders should continue to strengthen links with the local community to achieve a transformational impact on children's learning, development and wider experiences.

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About this inspection

The inspector spoke with leaders, practitioners, parents, children and the special educational needs coordinator during the inspection.

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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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17

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. 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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