Home From Home Children's Day Care Ltd

Home From Home Children's Day Care Ltd

Unique reference number (URN): 2503197 Address: The Salvation Army, Sythwood, WOKING, Surrey, GU21 3BE Type: Childcare on non-domestic premises Registered with Ofsted: 25/10/2018 Registers: EYR, CCR, VCR Registered person: Home From Home Children's Day Care Ltd

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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 more than typical progress in their learning and development. They are very well prepared for the next stage of learning by staff who know them very well. Children are highly confident and independent. For example, the youngest children are able to self- select the resources they would like to play with. Their learning is developed further as staff join them in their play and skilfully extend this. For example, children learn how to count out objects as they play with loose parts.

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Achievement Strong standard

Children develop age- and stage-appropriate knowledge and skills as they progress through the provision. All children, including those who face barriers to learning, demonstrate secure communication skills and are confident in making their thoughts, needs or wants known. This includes the youngest children as babies babble away to staff confidently. Children and babies show that they make secure progress in their physical development. For example, babies learn to pull themselves up and cruise around the room as older children learn how to use a bat and ball as they develop their coordination and balance.

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Behaviour, attitudes and establishing routines Strong standard

Children have particularly warm and trusting relationships with the kind and caring staff. Children behave very well. They have clear understanding of the high expectations for their behaviour and consistently follow these. Children demonstrate that they are able to take turns with each other without needing adult intervention, showing that this behaviour is embedded and consistent. Children from a young age demonstrate polite manners, such as using 'please' and 'thank you' when they ask a peer for a toy. Staff are excellent role models for children. This supports children to learn from a very early age to treat each other with kindness and respect. For example, children make 'cupcakes' in the mud kitchen together, with each child being responsible for a different aspect. Children listen to and respect one another as they make their choices and are proud of their creations.

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Behaviour, attitudes and establishing routines Strong standard

Staff skilfully support children as they learn to regulate their emotions. This includes staff helping children to co-regulate as well as recognising and respecting that children may use different strategies, such as needing their own space before having a cuddle with staff. Children play collaboratively and are eager to include each other in their games.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work closely with families to promote the importance of attendance and punctuality. They focus on developing positive routines to ensure that children regularly attend the provision. Leaders quickly identify any barriers to this and work closely with parents to implement strategies to support them.

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Children's welfare and wellbeing Strong standard

Leaders and staff ensure that the provision is a safe, welcoming and inviting place. They work hard on their philosophy of 'home-from-home', and children and staff demonstrate that they feel really secure and very happy at the provision. Staff are highly responsive to children's needs and ensure that the provision reflects that. Children's wellbeing is consistently prioritised and is a clear focus for staff as they ensure a positive and calm atmosphere and environment that has been well thought out. Staff regularly praise children for their efforts, which helps to develop their self-confidence and self-esteem.

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Children's welfare and wellbeing Strong standard

Children learn to meet their own personal needs from a young age through consistent and embedded routines. For example, older babies start to learn how to wash their own hands before lunch. All children have warm and secure attachments with their key person. Staff ensure that children are treated with respect and kindness as they meet their care needs. For example, staff take time to explain to children about wiping their noses before helping them.

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Children's welfare and wellbeing Strong standard

Children develop effective healthy habits. For example, children learn to recognise when they need a rest and snuggle down in a cosy corner in order to do so. Children independently access water and learn they must drink regularly when it is hot.

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Curriculum and teaching Strong standard

Staff know exactly where children are in their learning and development and know what they need to learn next. This includes using assessment effectively to ensure that any gaps in learning or any barriers children may face are identified very quickly. This information informs their teaching, which becomes highly tailored to meeting children's needs. Every interaction between staff and children extends their learning. For example, staff support children as they learn to recognise numerals and match these on a phone as they 'call' their favourite characters.

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Curriculum and teaching Strong standard

Children's personal, social and emotional development is a key focus for staff. Children demonstrate that they feel happy, secure and settled at the provision, and they are keen to learn. Staff develop children's communication and language through every interaction. For example, they model words such as 'pop' and 'bubble' as they blow bubbles with the children. They expertly use open-ended questions and create frequent opportunities for meaningful conversation, including with the youngest children. Leaders teach children about the world around them through frequent trips in the community using their interests. For example, children go on walks to look for buses and purchase ingredients from the local shops.

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Inclusion Strong standard

All children's needs are at the heart of everything that staff do. This means all children have the same access to opportunities as each other as staff consistently adapt activities to ensure that they can participate. Staff ensure that children learn about the world around them and all types of people and families. Children are remarkably accepting and accommodating of each other's needs.

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Inclusion Strong standard

Children with special educational needs and/or disabilities (SEND) are very well supported. Staff know the children extensively and know how to meet their needs. This includes challenging and extending their learning and development further. Staff continuously and rigorously review, assess and do to ensure that children continue to make better than

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Expected standard

expected progress. Staff are quick to identify where there may be potential delays in children's development and quickly implement strategies to help bridge this gap.

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Expected standard

Staff work well with the external agencies that support children with SEND, such as for speech and language, to help ensure a collaborative approach to children's development. Leaders and staff have strong partnerships with parents, which helps ensure that children have their needs met well at the provision as they share extensive information regularly and take a collaborative approach to children's next steps in learning.

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Leadership and governance Expected standard

Leaders have a secure understanding of the strengths and areas for development in the setting. They consistently review practice and support staff to ensure they continue to provide high-quality teaching and learning for children.

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Leadership and governance Expected standard

Leaders promote staff's professional development and ensure that they receive regular opportunities to undertake further training. Leaders make sure that staff feel highly valued and that their workloads are manageable. Staff note that their wellbeing is a key focus for leaders. Leaders work hard to develop secure partnerships with parents and to engage them in the provision. For example, they have recently organised an event for Father's Day where families were welcomed into the provision.

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Leadership and governance Expected standard

Typically, leaders engage with other professionals, such as other providers children may attend. However, on occasion, leaders do not always contact shared care settings to ensure that approaches to children's learning and development are consistent.

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Leadership and governance Expected standard

Prior to the inspection, a breach of early years foundation stage requirements was identified in relation to safeguarding policies and procedures. For example, local safeguarding partner procedures were not followed correctly. However, the provider has taken steps to put this right. For example, leaders have improved their knowledge around local safeguarding partner processes. Leaders can now confidently and accurately describe the correct procedures to follow in the event of an allegation being made against a member of staff. This means no further action is required.

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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 thrive at this provision. They have very secure attachments with their key person as well as the other staff in the team. This helps them settle quickly when they arrive at the provision or when they are in need of reassurance. Children demonstrate that they feel confident, secure and settled and are keen to play and learn. Children delight in developing their curiosity about the world around them as they learn how to shoot water out of toy syringes up into the air. They persevere as they learn to apply the right amount of pressure and beam with pride when they succeed.

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Address:

The Salvation Army Sythwood WOKING Staff take pride in children's achievements and know them incredibly well. Staff skilfully adapt the provision to ensure that all children, including those who face barriers to learning, thrive and flourish. Children develop their independence skills through everyday routines, such as cutting fruit for their snack, pouring their own drinks and then helping to clear away afterwards. Children take pride in these activities and demonstrate a 'can-do' attitude. Staff skilfully engage children as they play. They provide children time to problem-solve and work out how to do things. For example, children explore how to break blocks of ice into smaller pieces as they play outdoors. Staff give children time to think as they begin to explore mathematical concepts, such as addition. For example, staff encourage children to think about how many they now have using their fingers as prompts. Staff are kind and patient as

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Address:

children puzzle it out, and children take great pride in working out the right answer.

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Next steps

Leaders should develop further the processes in place for supporting children who attend multiple settings.

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About this inspection

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

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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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. Surrey GU21 3BE Type: Childcare on non-domestic premises

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About this inspection

Registered person: Home From Home Children's Day Care Ltd

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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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