Childcare on Domestic Premises, Full day care in Barnet

Childcare on domestic premises

Unique reference number (URN): 2790514 Registered with Ofsted: 20/05/2024 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

All children make excellent progress across all areas of learning, whatever their starting points, including those with special educational needs and/or disabilities and other vulnerable children. They quickly acquire language skills and become very confident and articulate speakers. Young children learn new words rapidly. Children take turns to choose songs during group times. They share resources as they play cooperatively in the pretend playhouse.

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Achievement Strong standard

Babies learn to crawl, pull themselves up and balance. Children learn to move in different ways; they run, jump and balance with increasing skill. They count securely and with high confidence. Children use precise mathematical vocabulary to describe size. They have knowledge of a wide variety of shape names. Children develop strong foundational skills which serves as excellent preparation for their next stage of learning.

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Behaviour, attitudes and establishing routines Strong standard

Children develop very positive attitudes to learning. Even babies sit, listen attentively and participate fully in group song and story sessions. Older children show great perseverance skills. For example, they keep trying until they fold paper in half to create a symmetrical print from paint. Staff manage children's behaviour very successfully. They gently share group rules, such as to use quiet voices and to always try their best so children know what is expected of them. Staff use a gentle, fair and consistent approach to managing children's behaviour. They make any necessary adjustments to meet the needs of children with special educational needs and/or disabilities and other vulnerable children. For example, they provide one-to-one staff support for children who need extra help in their learning.

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Behaviour, attitudes and establishing routines Strong standard

Staff have very trusting and deeply warm relationships with children. Children get along very well with each other. For example, they eagerly share their paintings with each other. They take on different roles in stories they construct together in pretend play. Staff promote regular attendance and punctuality. For example, they talk to parents and carers about how consistency in attendance supports children's progress and school readiness. Children learn to manage their own feelings exceptionally well. For instance, they recognise when they feel frustrated. Children go to quiet areas of the nursery where they can gently unwind on cushions in a comfort.

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Children's welfare and wellbeing Strong standard

Staff provide a very safe and secure environment for children. They carry out robust risk assessments throughout the day to ensure that children are protected from harm or accident. Children act with great care and caution. For example, they hold on to the handrail and walk sensibly along the stairs. Children use scissors safely and walk indoors to reduce the risk of accidents. Staff teach children about road safety and children act with awareness when crossing the road.

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Children's welfare and wellbeing Strong standard

Staff promote healthy eating very successfully. They play games where children group food into healthy and unhealthy categories. During snack time, children say that the apples they eat are healthy. Staff provide wholesome and nutritious meals and snacks for children that meet their special dietary needs. They provide a happy and relaxed atmosphere at mealtimes and supervise children closely to ensure that they are safe. Children sleep in very safe and suitable ways. Staff sit with children and keep a careful eye on children while they sleep. They teach children to be safe in the sun. Children know to wear sun hats and protection creams on sunny days.

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Children's welfare and wellbeing Strong standard

Children have an excellent awareness of different emotions. For instance, they identify their emotions on display cards and talk about their feelings with staff. Staff read stories about different emotions to children who learn how to manage them exceptionally well. Staff make expert adaptations to routines to meet the needs of children with special educational needs and/or disabilities and other vulnerable children.

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Curriculum and teaching Strong standard

The curriculum is very thoughtfully prepared, highly stimulating and expertly meets the needs of children, including those with special educational needs and/or disabilities and other vulnerable children. Staff prioritise children's physical, personal, social and emotional development and communication and language skills. They expertly use in-the-moment teaching to extend children's vocabulary. For instance, staff teach younger children words such as 'pat' while demonstrating a patting motion using play dough. Babies and toddlers listen attentively and enthusiastically take part in action songs and rhymes where they learn new words. Older children recognise their names and are beginning to learn to write them. All children develop a great love of books and they eagerly show their favourite stories.

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Curriculum and teaching Strong standard

Staff promote children's personal, social and emotional development in excellent ways. For instance, they encourage children to use tools skilfully to prepare their own fruit snacks. Children rapidly develop a wide range of physical skills. For example, younger children demonstrate excellent hand control as they place plant stems in play dough. Older children enjoy the ambitious task of ascending a climbing wall. Children aged under 2 years of age learn to balance and walk steadily. Staff adjust activities expertly to meet the needs of children with special educational needs and/or disabilities and other vulnerable children. For instance, they adjust the curriculum to provide extra floor time for babies to support specific aspects of their physical development.

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Inclusion Strong standard

Staff monitor children's progress with diligence, including bi-monthly progress checks. This helps to promptly identify any gaps in children's learning. There are staff who have a gained the level 3 special educational needs coordinator qualification who effectively oversee the support for children. Staff have excellent relationships with parents and carers. They recognise the importance of alerting parents to any concerns regarding their children. Staff advise parents to contact relevant professionals, such as their doctor of health visitor for further guidance. They work highly effectively with any professionals involved in the life of the child. For instance, speech and language therapists visit the nursery to offer strategies and advice on how to support children with special educational needs and/or disabilities (SEND) and other vulnerable children. Staff make expert adaptations to the curriculum to support children with SEND. For

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Inclusion Strong standard

example, they use visual cues and gestures to support children's communication and language skills. Staff make highly effective use of funding for children who need extra help in their learning. For instance, they provide better staffing ratios to give more individual support to promote children's personal and social development. Staff make a sustained and demonstrable difference to the lives of children with SEND and other vulnerable children.

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Leadership and governance Strong standard

Leaders monitor and support staff exceptionally well. They provide regular one-to-one meetings with staff to discuss their work in depth and provide precise support, where needed. Leaders monitor the work of staff very closely and effectively. For example, they analyse footage from closed-circuit television recordings to identify any training needs. Leaders are fully committed to the continual professional development of staff. They provide training based on outcomes from supervision discussions and analysis of recordings. This meets the needs of staff precisely to promote excellent outcomes for children. For instance, staff attended a course on autism which led to greater understanding in this area. Leaders value their staff and provide support to promote their wellbeing, such as free counselling sessions.

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Leadership and governance Strong standard

Leaders work very successfully with parents and carers. They provide parents with lots of useful information in an online parents' hub, such as guidance on potty training. Parents borrow books from the setting's lending library to share at home with their children to support their language and literacy skills. Staff provide comprehensive feedback to parents on their child's development in flexible and highly effective ways. Parents' comments obtained during the inspection state very high levels of satisfaction with the provision. For instance, they comment that leaders and staff are incredibly kind, committed to their work and diligent in their approach. Leaders constantly evaluate all aspects of the provision and set highly relevant goals to promote excellent outcomes for children.

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

Children flourish in this extremely nurturing, highly organised setting, including children with special educational needs and/or disabilities (SEND), and other vulnerable children. They feel highly welcomed by staff who greet them very warmly with bright smiles. This helps children to feel highly valued and secure. Staff take great care to ensure that each child is completely settled when they arrive. They follow a very gradual process, working at each child's pace, to build close, deep and trusting bonds with their key person. All children are

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About this setting

Unique reference number (URN): 2790514 very settled, highly confident and very enthusiastic learners who achieve well, whatever their starting points.

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About this setting

Children with SEND and other vulnerable children receive exceptional support through skilful adaptations to the curriculum. All children are relaxed, very happy, safe and secure in their environment. They feel a deep sense of belonging as staff address each child by name in greeting song. Children build firm friendships and play very well together. They show kindness to each other, such as by sharing toys.

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About this setting

Children gain excellent understanding of the world. They observe the growth of a live caterpillar in the setting and staff teach them about the life cycle of a butterfly. Children plant potatoes in the garden and learn how things grow and where food comes from. They experience awe and wonder as they see and hold real animals brought to them by animal specialists who visit the nursery. Children love learning and attend consistently. They gain highly valuable skills and are extremely well prepared for their next stage of learning.

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Next steps

Leaders 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, those who are known (or previously known) to children's social care, 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, staff, parents and carers 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 : 08:00 - 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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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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