Childcare on Domestic Premises, Full day care in Derbyshire

Childcare on domestic premises

Unique reference number (URN): 2861768 Registered with Ofsted: 05/11/2025 Registers: EYR, CCR

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children.

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Safeguarding standards not met

Leaders do not follow the requirements for safer recruitment. They do not provide information to Ofsted for all staff members for suitability checks to be completed. Staff are counted in ratio's and on occasion work unsupervised before the provider has received confirmation from Ofsted of their suitability. Leaders do not obtain references for all staff members and allow other factors to influence their decision-making around this. This lack of robust recruitment could compromise children's safety and welfare.

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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 Expected standard

Generally, children achieve well from their starting points in development. They develop the confidence to take part in group activities. Children sing and contribute to discussions where they learn about the weather and identify how to keep safe in the sun. Children learn to put their shoes and hats on in readiness for outdoor play. They develop self-care skills, such as toileting and handwashing, and independently access drinking water when needed. Children with emerging special educational needs and/or disabilities receive targeted support from staff helping their steady progress over time.

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Achievement Expected standard

Children develop positive social skills as they talk to staff and their friends during mealtimes. They play imaginatively and develop an understanding of how to care for others. For example, children play with baby dolls and pretend to feed them and change their nappies. They develop their physical skills and hand-eye coordination as they expertly scoop and pour sand from one container to another.

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Behaviour, attitudes and establishing routines Expected standard

Staff use positive communication methods to support children's behaviour. For example, they ask children to use their indoor voices and to walk when inside. They set clear expectations for children and overall, children behave well. When disagreements do occur between children, staff effectively support children to understand to use 'kind hands' and to share and take turns.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote children's manners. They ask children, 'When do we say please and thank you?' Children reply 'Snack, dinner and pudding.' Staff reinforce children's positive behaviours through ongoing praise and encouragement.

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Behaviour, attitudes and establishing routines Expected standard

Staff effectively support children to understand the expectations and routines in the setting. Typically, children follow these well. For example, children know how to line up before going outside to play; during circle time they know to listen to staff and confidently contribute to discussions.

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Behaviour, attitudes and establishing routines Expected standard

Children show great interest in the activities provided by staff. Staff position themselves well to support children. Overall, children including those with special educational needs and/or disabilities engage well and show positive attitudes to play and learning. Leaders have appropriate procedures in place to follow up children's absences from the setting. This Includes when to escalate any concerns to ensure that children are safe and well.

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Curriculum and teaching Expected standard

Leaders and staff implement a broad curriculum across all areas of learning and development. They tailor the curriculum based on children's age and stage of development and what they want children to learn next.

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Needs attention

Overall, staff interactions support children's progress. For example, staff provide genuine caring and nurturing narratives with babies and young children. They use eye contact, helping babies to see their facial expressions and respond to the babbles of babies in a melody tone. Staff are supporting their early understanding of language and conversations. Children enjoy a balance of focused time with staff and whole group activities where they share stories and sing songs, supporting children's increasing vocabulary.

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Needs attention

Staff successfully provide frequent opportunities to develop children's understanding of early mathematical language and concepts, such as early counting, weighing and measuring. They support children to learn and practise small and large physical skills. For instance, they encourage children to use a range of small tools though creative activities. Staff support children to balance and use their coordination on outdoor equipment and build confidence in running and jumping.

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Children's welfare and wellbeing Needs attention

Staff do not consistently implement procedures to effectively promote children's welfare. They understand safe sleep guidance and have completed training, but do not always implement these in practice. At times, staff place some children to sleep in pushchairs, which does not allow children sufficient room to move about or to lie flat. This is not in line with government guidance and poses potential risks to children.

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Children's welfare and wellbeing Needs attention

Staff share information with parents about packed lunches to ensure that these are healthy. However, children's packed lunches are not typically checked by staff prior to mealtimes to ensure that food is suitably prepared to reduce the risk of choking.

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Children's welfare and wellbeing Needs attention

Staff adequately supervise and frequently check on children who are sleeping and while they are eating. This helps to quickly identify and respond to any health concerns. Staff provide daily opportunities for children to play and learn outside, helping children to benefit from fresh air and physical activities. They are vigilant to keeping children safe in the sun. Staff ensure that children wear sun cream and hats before going outside to play. They encourage children to have time in the shade and take frequent drinks to prevent heat- related illnesses and stay hydrated.

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Inclusion Needs attention

Leaders lack oversight and monitoring to ensure funding is used appropriately and is having a positive impact on children. For example, they receive early years pupil premium funding for some eligible children. However, they lack knowledge of how this funding should be used to support the achievement and wellbeing of children.

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Inclusion Needs attention

Staff work in partnership with other professionals to support children who have emerging special educational needs and/or disabilities, and those who are known or previously known to children's social care. They identify children who may be eligible for additional funding.

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Urgent improvement

However, applications are not always processed in a timely manner as leaders do not ensure that staff fully understand what is expected.

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Urgent improvement

Leaders have acted and sourced support and training for staff to help support the role of special educational needs coordinator and the completion of applications to minimise any future potential delays.

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Urgent improvement

Staff provide a warm and welcoming environment for all children. They effectively support children through activities and discussion to understand their unique selves and family. This helps children to form a secure sense of identity and build confidence and self-esteem.

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Leadership and governance Urgent improvement

Leaders do not consistently implement robust recruitment procedures. They carry out disclosure and barring checks on staff but have not ensured that all staff have had their suitability confirmed by Ofsted. This means that some staff are counted in ratio and work unsupervised with children without having their suitability confirmed.

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Leadership and governance Urgent improvement

Leaders have not ensured that suitable references are obtained for all staff. These failings could compromise children's safety and welfare.

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Leadership and governance Urgent improvement

Leaders do not have effective oversight of the provision. Key information relating to staff and policies and procedures are not easily accessible. Leaders do not ensure that staff consistently implement procedures that promote children's health and welfare.

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Leadership and governance Urgent improvement

Leaders have gaps in their knowledge and understanding of how additional funding should be used. They do not work closely with parents to ensure this is spent effectively to meet children's individual needs.

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Leadership and governance Urgent improvement

Staff are supported by leaders to access a range of training courses. Leaders identify where staff require more targeted training, such as supporting children with special educational needs.

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Compulsory Childcare Register requirements

This setting has not 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's welfare is not consistently prioritised by leaders. This is because leaders do not consistently implement robust recruitment procedures and fail to ensure that all safer recruitment checks have been carried out for all staff. Leaders do not fully understand their responsibilities to ensure that all staff have been checked and confirmed suitable by Ofsted prior to carrying out their full duties.

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

There are weaknesses in leaders' oversight of the provision to ensure that staff consistently implement safe procedures in relation to children's eating and sleeping. Leaders do not have a secure understanding of additional funding for children and do not ensure that this is used effectively to support their individual outcomes. That said, children are still making progress relevant to their starting points.

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

Children are warmly welcomed into the setting by staff. They are confident and comfortable in the setting and freely access a range of carefully planned activities and experiences. Children are motivated and eager to learn and enjoy their time at the setting. Children are cared for by staff that know them well. Children's next steps in development are effectively identified by staff and shared with the team; this supports children's ongoing progress.

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

Children receive reassurance and comfort from staff when feeling unsure or upset. For example, staff reassure babies when they become upset while having their nappy changed. Staff provide calming and nurturing interactions to help babies to feel comfortable. Older children, sit close to staff during group activities and when sharing stories. Children learn

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Inspector:

Mel Walker about emotions and staff help children to identify how they are feeling by looking at images of people with different expressions.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

implement robust and effective recruitment procedures, including providing information to Ofsted to allow suitability checks to be carried out before staff are counted in ratio or work unsupervised 02/07/2026

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Action Completion Date

ensure that staff consistently follow safe-sleeping practices for all children 02/07/2026

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Action Completion Date

ensure that procedures for safe-eating practices are consistently implemented, including checking that foods are suitably prepared to minimise potential choking risks 02/07/2026

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Action Completion Date

ensure that leaders have sufficient knowledge and oversight of early years pupil premium funding to ensure it is appropriately used to promote children's educational outcomes 02/07/2026

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Action Completion Date

ensure that records are easily accessible and available to support the smooth running of the setting 02/07/2026

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About this inspection

The inspector spoke with senior leaders, staff, children and parents 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 : 07:00 - 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

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Urgent improvement

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Urgent improvement

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