Childcare on Domestic Premises, Sessional day care in Camden

Childcare on domestic premises

Unique reference number (URN): 2781446 Registered with Ofsted: 03/04/2024 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 excellent progress from their individual starting points and achieve highly across all areas of learning. Communication and language is a particular strength. Children develop a rich and expanding vocabulary and confidently engage in conversations, storytelling and imaginative play. Children who speak English as an additional language are exceptionally well supported and acquire language skills successfully alongside their peers.

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Achievement Strong standard

Children demonstrate a broad range of knowledge and understanding about the world around them, their community, early literacy and mathematics. They apply this knowledge confidently during their play and learning. Children show high levels of engagement and curiosity, readily exploring new experiences and sustaining concentration. They develop strong independence skills. They manage their personal care and daily routines with increasing confidence. As a result, children are very well prepared for the next stage in their learning and future education.

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Behaviour, attitudes and establishing routines Strong standard

Children behave very well and understand the setting's expectations. They follow routines independently and move between activities with confidence. Staff use a range of effective strategies to support children's behaviour and emotional wellbeing. For example, they use age-appropriate books to reinforce key messages and calming music to support transitions and self-regulation. Staff intervene promptly when needed and apply expectations consistently. Staff build secure and trusting relationships with children. They have a detailed understanding of children's individual needs, interests and personalities. This enables them to provide effective support and guidance. Children feel safe, valued and confident to seek help from familiar adults when needed. These positive relationships contribute to children's emotional security and wellbeing.

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Behaviour, attitudes and establishing routines Strong standard

Staff model respectful behaviour and help children learn to cooperate, share and take turns. For example, children use sand timers to support turn-taking. As a result, children play well together and form positive friendships. They demonstrate good manners and show respect for others. Leaders promote the importance of routines, which underpin good attendance and punctuality. Staff take account of children's age, stage of development and individual circumstances when supporting behaviour. Children are encouraged to take responsibility within the setting through everyday tasks, such as tidying away resources and helping with simple kitchen activities. This helps children develop independence and a strong sense of belonging.

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Children's welfare and wellbeing Strong standard

Children are very well supported to develop a secure understanding of their health and wellbeing. The setting places a firm emphasis on providing healthy and nutritious meals and snacks, which helps children develop positive attitudes towards food and make healthy choices. Strong communication and shared values with parents reinforce this approach. Well-established mealtime routines enable children to enjoy eating together and benefit from the social aspects of sharing meals. Staff promote children's independence through daily routines, such as accessing their own water and feeding themselves.

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Children's welfare and wellbeing Strong standard

Staff build caring relationships with children and support their emotional wellbeing effectively. They know children extremely well and consistently respond sensitively to their care needs such as mealtimes and sleep routines. Staff help children to recognise and talk about their feelings and provide strategies to help them manage emotions appropriately. Children confidently seek support from staff when they need help and readily share their achievements and experiences with them. Staff are committed to ensuring that all children feel safe and are well looked after, including those with special educational needs and/or disabilities. They adapt routines and provide additional support where needed to ensure that every child can participate fully in the life of the setting. As a result, children feel secure, valued and emotionally supported.

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Curriculum and teaching Strong standard

Leaders have designed an ambitious and inclusive curriculum that reflects high expectations for every child. The curriculum is carefully sequenced to build children's knowledge and skills over time and prepare them well for the next stage of their learning. For example, older children confidently apply strategies that support their early reading and writing skills. Leaders model best practice and support staff to maintain consistently high standards of teaching. Staff quickly identify any gaps in learning and provide targeted support.

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Curriculum and teaching Strong standard

There is a firm focus on developing children's independence and confidence. Staff plan and implement a rich range of experiences across all areas of learning. Communication and language is prioritised through skilful interactions, ambitious vocabulary and a detailed emphasis on books, stories and songs. Staff use songs effectively to support learning and manage transitions. Thoughtful questioning extends children's knowledge and understanding. For example, staff engage children in detailed discussions about the weather, encouraging them to share ideas and explain their thinking. Mathematical concepts are woven throughout the curriculum. Younger children count down before splashing water outdoors, while older children develop their understanding of number and early addition through focused group activities. Staff also promote physical development through music and movement sessions, climbing activities and outdoor play. Teaching is adapted

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Curriculum and teaching Strong standard

effectively to meet children's individual needs and staff regularly share children's progress with parents.

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Inclusion Strong standard

Leaders and staff are unwavering in their commitment to inclusion and ensure that every child receives the support they need to thrive. Children's needs are identified swiftly and accurately, enabling leaders to take prompt and effective action to remove barriers to learning and wellbeing. Staff use their detailed knowledge of each child to implement highly effective adaptations and targeted interventions. This includes personalised routines, language development programmes and individualised support.

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Inclusion Strong standard

All children make excellent progress from their starting points. Leaders rigorously monitor children's development and regularly evaluate the impact of support strategies to ensure they remain effective. Children who face barriers to learning receive exceptionally well- coordinated support. This includes children who speak English as an additional language, and those with special educational needs and/or disabilities. This enables them to participate fully in all aspects of nursery life. Leaders place a high priority on professional development and actively engage with external professionals, including the local authority and inclusion teams. Staff implement guidance consistently and skilfully, further strengthening outcomes for children. Positive partnerships with families ensure a joined-up approach to support. Leaders use additional funding thoughtfully and strategically, enabling children to achieve their individual goals and reach their full potential.

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Leadership and governance Strong standard

Dedicated leaders and managers have a clear and ambitious vision for the setting. They regularly reflect on practice to ensure that the provision continues to meet the needs of children and families effectively. Leaders have an accurate understanding of the setting's strengths and identify areas for development with precision. They take prompt and effective action to bring about improvements. For example, leaders introduce targeted communication and language training for staff in response to identified gaps in children's development. This strengthens staff practice and improves outcomes for children. Staff value the supportive and positive culture established by leaders. They report feeling well supported and enjoy their roles within the setting. Leaders prioritise professional development through regular supervision, targeted training opportunities and constructive feedback. Staff are encouraged to contribute ideas and are confident that their views are

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Leadership and governance Strong standard

Leaders have a strong understanding of the needs of the children who attend the setting, including those who face barriers to their learning. Leaders carefully monitor children's progress and continually evaluate the effectiveness of support strategies, making changes where necessary to ensure children achieve well. Parents speak highly of the setting and appreciate the care, organisation and support provided. Positive partnerships with families contribute to children's wellbeing, development and sense of belonging within 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

All children thrive in this homely and inclusive setting. Children are provided with a broad and ambitious curriculum that is delivered with consistency, expertise and commitment. This nurturing and stimulating environment ensures all children, including those with special educational needs and/or disabilities feel valued, secure and confident to succeed. Staff use skilful interactions and high-quality teaching to extend children's thinking, language and understanding. Carefully planned learning experiences build progressively on children's interests and prior knowledge, helping them develop key skills across all areas of learning. For example, after learning about key landmarks in London, children take part in a trip to the city to visit them first hand. This helps to deepen their understanding and bring their learning to life. Children make excellent progress from their starting points and gain the confidence,

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

resilience and independence needed for their future learning.

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

Healthy lifestyles are firmly promoted in this setting. Children are provided with nutritious, organic, plant-based meals and snacks that support their health and wellbeing. Children are actively involved in developing positive attitudes towards healthy eating from an early age. For example, they help to grow vegetables in the garden and assist staff in preparing fruit for snack times. These meaningful experiences help children develop a strong understanding of where food comes from and the benefits of making healthy choices. Staff and children speak confidently about the importance of a balanced diet and parents actively support the setting's approach to healthy living. The setting establishes effective partnerships with parents. The supportive community that extends beyond the nursery, brings together families from diverse backgrounds through shared values and mutual respect. This sense of belonging helps families feel connected, supported and actively involved in their children's

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

learning and development. Children have good attendance and punctuality.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners and parents during the inspection.

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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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18

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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