Childcare on Domestic Premises, Sessional day care in North Somerset

Childcare on domestic premises

Unique reference number (URN): 2805647 Registered with Ofsted: 12/09/2024 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 Strong standard

Children make rapid and sustained progress across all areas of the curriculum, including those who face barriers to learning and/or wellbeing. This means that children are prepared for their next stage of development, including school. Children embrace learning together forming their friendships as they run, jump, climb and hide from their peers during a game of hide and seek. Babies practise using their smaller physical skills when squeezing pipettes. Older children refine their pincer grips as they pick up small seeds to plant in their 'gardening club' pots. They ask questions and engage in back-and-forth conversations with staff as they plant herbs, such as thyme. This widens their knowledge of the natural world. Babies learn new words, such as 'lizard', as they enjoy stories, learning about different animals. They demonstrate high levels of focus when engaging with the story, pointing and repeating new words. All children beam with confidence. Babies excitedly shake instruments

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Achievement Strong standard

and get up to dance, their peers follow and they laugh together. Children proudly comment on their ages as they explore number estimating how many objects are in the bag. Babies begin to recognise shapes, such as a circle.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff create a respectful and inclusive environment. Babies and children learn clear and consistent behavioural expectations set by the staff. For example, they encourage babies to tidy their mats away after circle time. This means all children know what is expected of them throughout the day. This helps children to feel safe and secure in their environment. Staff implement rules and boundaries for different social contexts, including stopping and gathering to let bicycles or dogs past when on an outing. This promotes respectful behaviours and awareness of others.

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Behaviour, attitudes and establishing routines Strong standard

Established and embedded routines ensure children know what is happening next. Leaders think carefully about transitions within the routines and alongside staff, together they implement 'transition activities'. These include stories and games still targeted to children's learning to help them remain focused and engaged throughout every opportunity. Babies display high levels of focus and watch in awe during these times and younger children repeat phrases from stories. Children including, those who face barriers to their learning and/or wellbeing, develop motivational attitudes towards their learning.

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Behaviour, attitudes and establishing routines Strong standard

Children develop nurturing, supportive and warm relationships with leaders, staff and their peers. From an early age, they teach children about the importance of turn-taking and being kind to their peers. Children use their manners and have fun together. Older children enjoy the responsibility of small tasks, such as passing the plates to their friends and babies enjoy helping to get things and pack things away. This fosters a respectful and caring environment for all children. Leaders highlight the importance of attendance and punctuality, supporting families to keep consistent routines. Leaders have strategies in place to promote these expectations.

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Children's welfare and wellbeing Strong standard

Children receive individualised, caring, attentive and respectful support that promotes their wellbeing excellently. Leaders and staff respond promptly to children's changing needs, including sleep and feeding routines. Children who are new to the setting settle quickly. They build secure and trusting relationships from the start and quickly learn staff names. The routines at lunchtime purposefully include all children joining together. This means, siblings and cousins can spend time together throughout the day. Leaders place priority on creating a home-from-home setting. They ensure procedures around evacuation, safer eating and sleeping are implemented meticulously, helping to keep children safe. Furthermore, leaders place an importance on helping children to keep themselves safe, through initiatives and books, such as 'Pantasaurus' and 'Techosauras'. This covers aspects of keeping their bodies safe and online safety.

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Children's welfare and wellbeing Strong standard

Children benefit from the opportunities provided by the staff to promote healthy living. Babies learn from a young age how to drink from an open-lid cup, promoting their independence. Staff support children to manage personal care in a way that respects their privacy and dignity. Older children enjoy planting various herbs and vegetables and talk about healthy foods and recipes. For example, children talk about trying new things and what they can use their thyme for. Leaders work closely with the local authority to implement programmes that support teaching around oral health, hygiene and healthy eating. Children develop awareness of sustainability, such as when taking part in their groups to learn how to protect the environment. They have daily opportunities for fresh air, supporting their physical and mental health.

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Curriculum and teaching Strong standard

Leaders have created an ambitious, well-sequenced and varied curriculum. This offers children ample opportunities to explore their natural world and gain knowledge through real- life and meaningful experiences. Leaders and staff deliver high-quality learning experiences through well-planned activities that match children's ages and abilities excellently. They use skilful interactions to weave all areas of learning through children's play and focus carefully on their next steps in learning. This helps children to gradually build on what they know and can do and what they need to learn next. Leaders and staff help children to recall and connect their learning. For instance, older children explain how honeybees live in hives and make honey. Staff help babies to problem-solve and learn new concepts, such as using their warm hands to melt the ice.

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Curriculum and teaching Strong standard

Leaders and staff promote children's communication skills superbly. They introduce new words, repeat key phrases consistently and embed opportunities through daily routines, including story times. Babies learn new words, such as 'slippery' and 'cold', when exploring ice. Older children confidently recall 'grasshopper' as they spot insects in books. Leaders help to widen children's language as they explain that grasshoppers can also be called crickets.

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Curriculum and teaching Strong standard

Alongside these opportunities, children have access to extra-curricular activities, such as Spanish lessons. Older children enjoy creating poems based on their nature study. This is highly impactful on children's communication, including those who face barriers to their learning and/or wellbeing. Children develop and practise skills that support their core strength and larger physical muscles, such as through their weekly Taekwondo lessons and music and movement groups for babies.

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Inclusion Strong standard

Leaders have developed highly effective ways to assess and closely track children's development. This ensures swift early identification of emerging gaps in their learning. In response to these, staff quickly implement support plans and targeted strategies. These are shared with parents and carers and external professionals to provide a well-informed and consistent approach to help close these gaps in their learning. For example, parents contribute to targets set for children and can implement these at home, ensuring continuity. Leaders work with other settings children attend. They help children to access the support they need for their flexible transition into school. Leaders have secure knowledge of how to best use funding to have the most impact on children's learning. For instance, they plan extra-curricular activities, such as music and dance groups, to support children's self- confidence and social interactions.

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Inclusion Strong standard

Leaders and staff are highly responsive to the diverse needs, ages and abilities of all children. They use their extensive knowledge to implement tailored one-to-one support for children. Alongside this, staff have gained robust knowledge from 'nurture training'. This helps them to deliver consistent approaches and support for children across the setting, particularly strengthening children's communication and personal, social and emotional development. Staff provide picture flashcards and learn key words in other languages to support children who speak English as an additional language. Furthermore, they encourage parents to share their cultural celebrations in the setting. This helps all children to build their knowledge around cultural diversity. These thoughtful, flexible and swift approaches ensure that all children make sustained progress in their learning.

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Leadership and governance Strong standard

Leaders have a clear and precise overview of the setting. They work closely with staff, parents and carers to identify strengths and areas for improvement. Leaders send out regular feedback forms to parents and they make decisions based on the best interests of the children. Consistent reflection and self-evaluation helps to maintain the high-quality care and education for all children. Leaders cover aspects of updated guidance and requirements, including safer sleeping, in meetings with staff. They ensure training is targeted for staff, based on children's emerging needs or their own needs. For example, recent training on developing inspiring baby room practice has led to changes with the settling-in process. These now include a family session where extended family can attend a session to meet staff. This helps to form positive relationships from the start. Staff report high levels of wellbeing and feel extremely valued in their roles.

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Leadership and governance Strong standard

Parents report positively on the experiences the children can access. They comment how leaders and staff, 'go above and beyond' to care for their children and support families. Parents welcome information about the development of children and also on current national topics, such as exploitation. They describe leaders and staff as also being 'attentive, dedicated and caring'. Leaders implement book bags, reading books and home-learning packs to enhance children's home learning and school readiness. This provides continuity in the support children receive from home to 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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What it's like to be a child at this setting

Children thrive in this welcoming and homely setting that leaders have created. They immerse themselves into the activities on offer, demonstrating their confidence and positive attitudes to learning. Babies relish in the exploration of ice and water. They investigate using their senses and enjoy laughing with staff as they pat water on their faces. Babies stamp their feet in excitement and show high levels of focus and engagement. This fosters their curiosity and wonder. Younger children excitedly dig for worms in the soil. Staff use visual pictures to help children to notice the patterns on the worms, supporting their early mathematical skills. Furthermore, these visuals help to support children who speak English as an additional language begin to make connections in their language. Older children enjoy discussions as they plant seeds about what plants need to grow. They confidently tell staff that they need sun, water and soil, widening their awareness of the natural world. These

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

plentiful learning experiences mean that children flourish from their starting points, including those who face barriers to their learning and/or wellbeing. Children are well prepared for their next stage of learning.

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

Children develop trusting relationships with leaders and staff. This underpins children's emotional wellbeing and provides them with confidence to explore and learn. Leaders and staff have a deep understanding of children's needs and abilities, as well as their families

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30 and extended families. This helps children to build a secure sense of belonging. Children form excellent relationships with each other. Babies play alongside each other; younger children create scenarios in their play and older children work collaboratively. For example, they independently fill a bucket during tidy-up time and carry it together to the shed each holding a side. These positive behaviours create a highly respectful and harmonious environment for children. Leaders work with families to promote attendance and punctuality. This helps to form routines for children's future transitions into school and to ensure support for families is swift, when needed.

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Next steps

Leaders should sustain self-evaluation processes to ensure continued improvement and high standards. This should focus on creating a transformational impact on the outcomes of children who may face barriers to their learning and/or wellbeing. Leaders should continue to target training for themselves and staff, to maintain high- quality teaching.

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About this inspection

The inspector spoke with leaders, staff and children during the inspection. Parents shared their views of the setting.

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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. Local authority: North Somerset

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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. 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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