Childcare on Domestic Premises, Full day care in Brent

Childcare on domestic premises

Unique reference number (URN): 2738999 Registered with Ofsted: 09/08/2023 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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Inclusion Strong standard

Leaders and staff have created an extremely inclusive environment where every child is supported to thrive. Staff know children's individual needs very well. They use careful observations and assessments to plan targeted support. Children who face additional barriers to their learning or wellbeing, including those known to children's social care, are fully included and supported.

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Inclusion Strong standard

Leaders use funding very effectively to provide highly personalised support, including small- group interventions, the development of a sensory room and specialist resources. The setting directly funds speech and language therapists, occupational therapists and positive behaviour support to come into the setting on a regular basis. This ensures children receive timely and consistent specialist input. Leaders ensure all staff have opportunities to observe and work alongside these professionals. This helps staff to gain hands-on experience in implementing recommended strategies confidently.

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Inclusion Strong standard

Leaders regularly review the effectiveness of interventions with these professionals and families. They adapt strategies to ensure each child continues to make meaningful progress. Leaders consistently share information from these partnerships with staff, who translate it into everyday learning and targeted interventions. This ensures all children benefit fully from the support provided. As a result, all children make robust progress from their starting points.

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Achievement Expected standard

Typically children develop confidence, curiosity and emerging skills across all areas of learning. They have regular opportunities to develop their imaginations and explore their own ideas. For example, children create play dough pizzas, cakes or waffles. They choose shapes, textures and designs independently. Children benefit from staff joining in as partners in their play, helping them extend their thinking and explore new ideas. Children develop persistence and coordination by extending themselves. For instance, they kick balls towards targets or negotiate space safely during indoor and outdoor play.

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Achievement Expected standard

Children develop language and communication skills in both English and French. They enjoy listening to stories, for example, about going to school. Children are enthusiastic and attentive. They show curiosity and delight as they explore materials, ask questions and try new ideas. Children who face barriers to learning receive support to engage fully and achieve the same high ambitions as their peers. These experiences help children to develop the knowledge and skills needed for their next stage of learning, including starting school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a positive and respectful environment, where children generally understand the setting's expectations for behaviour. Staff model kindness, care and respect. They reinforce these values through their praise and explanations. For example, staff guide children to understand why plants in the garden should not be eaten. They encourage children to follow simple rules to keep themselves and others safe.

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Behaviour, attitudes and establishing routines Expected standard

Children receive support to develop collaboration and regulate their emotions. Staff encourage children with special educational needs and/or disabilities to build patience and resilience. For example, staff encourage children to wait for their play-dough pizza to be 'cooked,' by using visual timers. This helps children to manage anticipation and cope with feelings of excitement. At lunchtime, staff give children specific tasks, such as serving their friends' drinks or helping to tidy plates and utensils. These responsibilities help children to feel valued, included and part of the group. This reinforces children's sense of contribution and belonging.

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Behaviour, attitudes and establishing routines Expected standard

Leaders actively promote punctuality and regular attendance. They work with families to maintain consistent routines. As a result, children demonstrate positive attitudes to their learning. They are confident in participating in activities and show pride in their achievements. The culture of care, respect and clear expectations supports children to thrive socially, emotionally and in their learning.

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Children's welfare and wellbeing Expected standard

Leaders establish a caring and inclusive environment. Staff know children well and gather detailed information from families about children's routines, health needs and development. They work closely with external professionals to support children with special educational needs and/or disabilities (SEND), including implementing individual plans and adapting routines. As a result, all children, including those with SEND or facing barriers, receive consistent care and become more confident learners.

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Children's welfare and wellbeing Expected standard

Children form secure attachments with their key persons. Staff respond quickly to children's emotional needs. They offer comfort, reassurance and clear guidance to help children to manage their feelings. Staff remind children to use strategies, such as deep breathing, to recognise and manage their emotions. This helps children to feel safe, regulate their emotions and build positive relationships.

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Children's welfare and wellbeing Expected standard

Care practices effectively promote children's health and comfort. Staff follow children's individual routines carefully, including feeding and sleeping, while maintaining warm and responsive interactions. Children learn healthy habits by practising these in their daily routines, such as washing hands before eating. Leaders are implementing a toothbrushing programme, supported by a dental service as they recognise that oral hygiene is a local priority. Young toddlers practise skills such as cleaning tables after messy play with spray bottles and cloths. This helps children to develop confidence in their abilities to do things by themselves.

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Curriculum and teaching Expected standard

Leaders have implemented a carefully sequenced and ambitious curriculum that builds on children's prior knowledge and skills. Staff develop children's mathematical skills progressively. They encourage toddlers to make balls of play dough using prompts that display numerals and dots. This helps children to link numbers to quantities. Older pre- school children extend this learning with play dough prompts showing dots on one side and numerals on the other. This supports their counting and numeral recognition.

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Curriculum and teaching Expected standard

Generally, staff promote children's developing language skills well. For example, staff narrate on children's play with play dough, describing what children are doing. They model vocabulary and reinforce words in both English and French. Staff link language directly to children's actions, songs and routines. Occasionally, staff do not clearly understand the purpose of the activity. For example, when they sing a song in two different languages at the same time, this divides children's attention.

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Curriculum and teaching Expected standard

Staff embed children's physical development at every age. Toddlers practise pouring and handling objects to build control. Pre-school children use tweezers to find buried jewels and transfer them to cups to strengthen their hand-eye coordination. Staff carefully observe and assess what children are doing. They adapt activities so that all children, including those with special educational needs and/or disabilities and other barriers to learning, can participate fully. This helps children to feel proud of their achievements and strengthens their positive sense of self.

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Leadership and governance Expected standard

Leaders reflect on practice and regularly evaluate the provision. They use supervision sessions and staff meetings to review how well routines and interactions support children and to make adjustments where needed. For example, leaders monitor staff's practice. They identify where additional training would strengthen staff's understanding of their roles, responsibilities and strategies to support children's communication and needs. For example, leaders plan to provide more support for staff to develop their interactions with children, providing more opportunities for children to develop their language skills. This helps staff to feel confident and supported in their work. Staff report that leaders are approachable, listen to concerns and give a high priority to their wellbeing.

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Leadership and governance Expected standard

Leaders maintain positive partnerships with parents and carers. They provide regular updates through daily discussions and online systems and share guidance. Leaders help parents to support children's development at home. Parents report that communication is clear and helpful, and that staff respond sensitively to their children's needs. Leaders have improved their understanding of when to notify Ofsted of changes to the setting and all staff now have checks underway to ensure their suitability to work with children.

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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 enjoy a day filled with hands-on learning that captures their curiosity. They explore sensory resources and natural materials and have a chance to follow their own ideas. Babies notice their reflections in mirrors and handle textured objects, building their focus and concentration. Toddlers enjoy pouring water into cups and filling containers, experimenting with quantities and exploring cause and effect. Staff consistently use both English and French, helping children to make connections between words, actions, songs and their play. This supports children's language development in this bilingual setting.

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About this setting

Type: Childcare on domestic premises Children develop social skills through shared play and learn to treat others with respect. For example, children are encouraged to say 'thank you' or 'merci' when receiving help. They practise turn-taking during games and using shared tools. Staff model kindness, patience and cooperation. They praise children when they share, wait or help one another. When minor conflicts arise, staff gently guide children on how to resolve them and reinforce polite and considerate behaviour. These consistent expectations help children to understand fairness, empathy and how to interact positively with others.

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About this setting

Children make progress from their starting points. They build independence as they serve themselves, tidy resources and manage simple self-care with support. Children facing barriers to learning, including those with special educational needs and/or disabilities, close gaps in their learning and development. This is because staff work closely with parents and carers and professionals to reduce difficulties and support children's development. Parents value the regular updates they receive. They feel confident raising questions or discussing their child's care, learning and any additional support.

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Next steps

Leaders should continue to support staff through ongoing training and mentoring to develop their interactions with children, giving children time to think and respond to questions.

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About this inspection

The inspector spoke with the leaders, the 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. Registration date: 09/08/2023

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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