Childcare on Domestic Premises, Full day care in Kent

Childcare on domestic premises

Unique reference number (URN): 2768768 Registered with Ofsted: 22/03/2024 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

All children make excellent, sustained and continual progress in their development. Learning is recapped and repeated to help children make links between what they know and can do. For example, children look out of the window and talk about the weather and what season it is. Children demonstrate their knowledge as they explain that it will be cold swimming in the sea in spring, but it will be warmer in the summer.

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Achievement Strong standard

Children concentrate deeply on their chosen activities for long periods. This includes those with special educational needs and/or disabilities. This is because learning is tailored to their individual needs, exciting and follows their interests. For example, children are proud to show off the sunflower seedlings that they have been caring for as they spray them with water bottles. Their conversation skills are excellent as they use mathematical language to talk about how tall the flowers will grow. All children are curious, independent and excited to learn. They are well prepared for the next stage in their learning, including school.

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Curriculum and teaching Strong standard

Leaders have a clear vision for the highly ambitious curriculum on offer. Staff receive focused professional development so that there is a shared ethos of high-quality interactions and teaching between all staff. Recent changes introduced in the setting have greatly enhanced how children learn. There is a sharp focus on developing children's curiosity, interest and independence so that learning feels natural and meaningful. Children are fully involved in shaping the curriculum. For example, they discuss with staff what they would like in the environment. When they asked for more construction, staff created a dedicated 'construction room'. This area is full of ways for children to build, problem-solve and develop their critical thinking. This approach ensures that children are enthusiastic and engaged in their learning.

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Curriculum and teaching Strong standard

Leaders have a detailed plan to enhance the outdoor area. They encourage children to help design the garden to reflect the curriculum indoors. The environment evolves with children's interests and curiosities. For example, a quiet sensory room helps children with special educational needs and/or disabilities to regulate their emotions. Staff interactions are high quality. They build on prior learning to ensure that newly learned skills are secured over time. They show great skill as they weave mathematics and language development through children's play so that every child can succeed.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff promote a family feel to the nursery. This helps children to develop secure relationships with the other children and staff. Children enjoy the time that they spend at the nursery with their friends. Staff recognise the individual needs of the different ages of children who attend. They support them with age-appropriate boundaries and encourage them to make good choices. For example, children wait patiently to have a turn at skittles, and everyone claps when they manage to knock one over. Staff praise their attempts. However, sometimes, large-group time is interrupted because some children lose interest and want to go and play. This means that children do not get to finish their conversations with staff.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work hard with parents to promote good attendance and punctuality. This means that children can access the full curriculum on offer. Staff focus on routines and repeating learning so that children who attend part time can enjoy all the experiences offered. For example, when children learn about life cycles, they spend several weeks watching caterpillars build chrysalises and transform into butterflies. Children who have barriers to their learning are well supported. Staff create detailed support plans that they share with parents and other staff, so there is a collaborative approach to their care and development.

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Children's welfare and wellbeing Expected standard

Leaders and staff place children's welfare and wellbeing among their highest priorities. Children build secure attachments to staff as soon as they start. They seek out their key person to play and receive cuddles in abundance. Staff encourage children to talk about their feelings and use images to show their emotions. They can access a quiet and relaxing room when they become overwhelmed. This also supports children with special educational needs and/or disabilities. For example, children who need support with their interactions spend time playing guessing games with a friend. This helps them to build their social skills so that they can build friendships with confidence.

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Children's welfare and wellbeing Expected standard

Most of the time, routines support children's individual needs. For example, when children tire, staff create a space for them to sleep. They dim the lights and children listen to relaxing music. Children wake refreshed and ready to join in with the activities on offer. Mealtimes are supervised well. Children's safety is of paramount importance as staff sit with the children and have meaningful conversations. Children enjoy this calm and social time as they speak about what they have in their packed lunch boxes. Staff encourage parents to include fresh fruit and vegetables so that children can make healthy choices.

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Inclusion Expected standard

Leaders have created an inclusive culture across the setting. They aim for all children to be able to access the full curriculum on offer. Robust monitoring of children's progress means that staff are quick to recognise when children need more support and remove barriers to their learning. They make quick referrals so that children get the help that they need. For example, they signpost parents to local speech and language clinics to support children with their communication skills. Staff use strategies recommended by professionals during daily interactions and interventions. Children benefit from this collaborative approach.

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Inclusion Expected standard

Leaders think about how to spend additional funding that children receive to support their development. For example, they purchase balance bikes for children who do not have access to a garden at home. This means that they can use resources in the large garden that help to develop their motor skills. To support children who speak 2 languages, staff provide pictures alongside the English words. This means that those children can make rapid progress learning the English language. However, sometimes, staff do not find out about children's specific needs as soon as they start. This delay may impact how quickly children receive the specific support they need.

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Leadership and governance Expected standard

Leaders are very reflective. They aim to improve the nursery for all children, including those with special educational needs and/or disabilities. For example, they review the environment and use feedback from staff and children to enhance their experiences. They have made changes to their curriculum following research and training. This has had a significant impact on children's progress and achievement. Parent feedback is very positive. They say that it feels like they drop their children off to be part of a family rather than a childcare provider. Their children have learned new skills at the nursery, such as how to ride a balance bike. Children say that they like playing in the garden so that they can run with their friends and staff are always happy.

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Leadership and governance Expected standard

Staff feedback indicates that they are very happy working in the nursery. Most have worked there for many years, which demonstrates their commitment and dedication. Leaders place staff wellbeing at the heart of everything that they do. Supervisions support their professional development with peer observations and targeted support. Staff workload is taken into consideration so staff spend as much time as they can interacting with the 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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What it's like to be a child at this setting

Children thrive in the care of this friendly nursery. Staff work hard to provide a warm, family feel, which is apparent as soon as you walk through the front door. Children greet the well- established staff team with a cuddle and separate from their parents with ease. Children hang up their belongings and are keen to find out what they will be learning today. This contributes to children feeling a strong sense of belonging. They develop positive relationships with staff and their friends.

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

Children benefit from the purposeful and well-designed curriculum, which is a clear strength of this setting. Staff aim for children to develop into confident, curious learners who investigate and explore. Each day, staff fill a suitcase full of items that link to their theme of the term. Children discover what they will be doing and take great delight in finding out that they will be planting sunflower seeds. This ethos is being extended into the outdoor environment to provide children with further consistency in their learning.

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

The design of the environment supports children to make positive choices about what they want to learn. All children make independent choices, including those who face barriers to their learning. Children follow their interests with confidence. For example, they ask for ride- on cars and scooters in the garden. They decide that they need cleaning, which turns the session into a car wash. Children squeal with delight as they spray water on the cars. They remain engaged in their learning for long periods of time, considering their age. Staff know children very well. They use their interactions to understand what they need to learn and how to support each child to make continuous progress. Children develop positive attitudes and are well prepared for the next stage in their learning.

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Next steps

Leaders should build effective relationships with other settings that children attend as soon as they start so that important information about children's learning and development can be shared. Leaders should review and enhance group learning times to ensure that they meet the individual needs of all children.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents 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.

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About this setting

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