Childcare on Domestic Premises, Full day care in Croydon

Childcare on domestic premises

Unique reference number (URN): 2810867 Registered with Ofsted: 10/12/2024 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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Achievement Expected standard

All children typically achieve well from their starting points. Staff observe children and track development frequently, then create next steps. As a result, children make steady progress and generally succeed. Children have a positive attitude to learning and show this through motivation and engagement in child-led and adult-led play. Across all ages, children develop rich communication skills, where they can express their wants and interests.

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Achievement Expected standard

Children are well supported in transitions in their lives, including moving across age groups within the setting, and going to school. For example, younger children dress themselves for outdoor activity time, putting on their shoes and coats, with support from staff. Older children collect their meals and scrape their plates after lunchtimes. As a result, children gain independence skills across all ages.

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Achievement Expected standard

Children with special educational needs and/or disabilities, and any other barriers to their learning, make steady progress. For example, children who found it difficult to self-regulate are now able to discuss their feelings and attempt to resolve conflicts. This has been achieved through interventions and strategies put into place, also supported by some staff who are knowledgeable of individual children's needs.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have high expectations for all children's behaviour. Staff generally model positive behaviour effectively and actively remind children of golden rules such as 'kind hands'. As a result, children identify boundaries and remind each other of what is expected of them, such as tidy-up time. Staff have implemented visual strategies, such as picture cards of routine and rules, as well as sand timers for sharing. This particularly supports the understanding of children with special educational needs and/or disabilities or other barriers to their learning.

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Behaviour, attitudes and establishing routines Expected standard

Children form warm and respectful relationships with staff and leaders. Although key-person groups can be generally large at times for older children, staff typically know the children well, ensuring that every child feels understood. Children confidently approach staff for support, receiving help in a timely manner. For example, when children ask for assistance on the garden slide, staff guide them physically up the steps to build their self-confidence and trust. Staff also praise the children consistently throughout the day as they complete daily tasks, such as helping peers or finishing number formation. This regular encouragement helps children develop a positive attitude towards learning. To improve further, leaders need to continue embedding the key-person system to provide this precise care consistently and meet all children's needs at all times.

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Behaviour, attitudes and establishing routines Expected standard

Leaders ensure that parents are aware of the importance of attendance and monitor this effectively. Procedures are followed to ensure absences are notified and recorded in a timely manner. This ensures that children are given every opportunity for consistency in routine, supporting their learning and development.

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Children's welfare and wellbeing Expected standard

Leaders and staff prioritise children's welfare and wellbeing effectively. Leaders ensure there are effective policies, procedures and risk assessments in place for indoors and outdoors, meaning the environment is suitable and children are kept safe. Children freely explore the outdoor area in small groups, engaging in physical activities, such as building, climbing and running games. Staff speak to older children about how physical exercise affects the body. Children feel their heartbeat after running and identify changes in their rate of breathing. As a result, children form an understanding of the effects of physical activity on their bodies.

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Children's welfare and wellbeing Expected standard

Children are served a range of healthy snacks and meals. They are encouraged to try new foods and have discussions with staff about their favourite foods. Staff particularly speak to children about healthy options and the importance of eating healthily. Children are encouraged to become independent through hygiene habits, such as washing hands and toilet training. Children know when they need to wash their hands and discuss the steps of doing so. As a result, children are forming understanding of positive hygiene routines.

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Children's welfare and wellbeing Expected standard

All children, especially those with special educational needs and/or disabilities or other barriers to their learning, have created secure positive relationships with leaders and staff. This is shown by how comfortable children are in approaching staff for support during play, resolving conflicts and seeking reassurance. Staff typically are knowledgeable of the children in their care, allowing children to develop a sense of belonging.

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Curriculum and teaching Expected standard

Leaders have created an effective curriculum that staff typically understand and deliver well. Leaders and staff know what they want children to learn and achieve. They focus on developing children's independence, confidence, self-belief and imagination. Staff know children well and adapt their teaching to meet individual needs, interests and stages of development. As a result, children make steady progress and develop skills they need for future learning.

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Curriculum and teaching Expected standard

Leaders place a high priority on helping children become confident communicators. Staff model language clearly and consistently throughout the day. They repeat and explain words when needed and give children time to think before answering questions. As a result, children feel confident to share their ideas, thoughts and experiences. Staff provide targeted support to children who need extra help with speech and language. For example, they use one-to-one sessions to help children practise sounds and pronunciation. This helps children strengthen their communication skills and express themselves more effectively.

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Curriculum and teaching Expected standard

Other areas of learning are well considered throughout the curriculum. For instance, physical development is focused on through play, using tweezers to find pretend caterpillars in soil. This focuses on small hand muscle development in younger children. Mathematics is introduced from the baby room through to the pre-school room in everyday counting, shape play and number recognition. Children develop a love of stories and books. Staff introduce a story of the month and share books throughout the day. They bring stories to life through exciting activities. For example, children explore 'The Very Hungry Caterpillar' through creative experiences, such as food painting and role play. As a result, children engage deeply with stories and develop a growing enjoyment of reading. While children are receiving overall high-quality teaching, at times the quality and confidence of teaching are not consistent across all staff, to all ages of children. As a result,

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Curriculum and teaching Expected standard

children do not always get the same consistent approach to their learning throughout the day.

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Inclusion Expected standard

Leaders and staff have high expectations for all children and identify gaps in learning quickly. Leaders gather starting points from parents during the enrolment process and review these regularly during the settling-in period. This allows leaders and staff to have an early understanding of children's development, interests and emerging concerns. Leaders create individual care plans that focus on specific areas of development, for children with special educational needs and/or disabilities, which are reviewed frequently. As a result, all children progress well from their starting points.

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Inclusion Expected standard

Leaders, staff, parents and carers and external agencies work together to create tailored strategies to support children identified as requiring additional support. For example, staff use visual resources and sand timers to help children understand routines, take turns and share with others. These strategies help children develop confidence, independence and self-regulation. Staff regularly share strategies, targets and progress with parents so that learning can continue beyond the setting. This joined-up approach helps children to feel secure and supports their ongoing development.

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Inclusion Expected standard

Leaders use additional funding effectively to provide resources, experiences and staff training that meet children's individual needs. For example, children benefit from sensory resources, adapted books and targeted support from knowledgeable staff. As a result, children are fully included in the setting, develop positive relationships and enjoy successful learning experiences.

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Leadership and governance Expected standard

Leaders have a positive impact on the team overall. Leaders are actively involved with the day-to-day running of the setting and offer quality teaching to children, as well as act as role models for staff. Leaders effectively identify strengths and areas for improvement within the setting, through internal observations, staff supervisions and parent feedback. As a result, children are learning within a flourishing positive environment.

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Leadership and governance Expected standard

Leaders ensure staff complete a range of mandatory training before starting, ensuring they have a full understanding of the setting and child development. Leaders have built positive and effective relationships with staff, where their wellbeing and professional development are considered. Leaders hold frequent supervisions and meetings with staff, to ensure they are comfortable, happy and performing effectively. As a result, staff feel valued, which positively shows in their practice. While strategies are in place to support staff in their practice, this could be further supported by making delegation of staff in rooms effective, ensuring they build confidence to take on key-person responsibilities and deliver the curriculum consistently to all children.

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Leadership and governance Expected standard

Leaders work closely and effectively with parents, involving them in feedback for improvements of the setting, frequent newsletters, parent and child events to celebrate occasions, and parent development meetings. Leaders provide parents with professional communication via a parent app, which allows parents to be aware of what their children have been engaging in and their development progress. This further supports continuity in children's care and learning.

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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 are happy, settled and confident in this welcoming setting. Staff welcome every child enthusiastically with warm gestures like cuddles or 'high fives'. As a result, children begin their day happy and ready to learn. Children confidently manage their own routines in an environment that feels just like home. They independently remove their outdoor clothing and shoes before entering the room. Children learn the skills to be independent that help to prepare them for their next stage of learning, including going to school.

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

Children form strong, trusting relationships with staff. They know that staff will listen, support them and meet their needs. For example, during snack time, children are well supported by staff to peel fruit to eat. Children gain confidence in caregivers and feel understood. Children confidently seek help when needed and enjoy spending time with their friends.

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

Children benefit from positive relationships between staff and parents. Parents come into the setting for events and celebrations, have frequent meetings with staff to discuss their children's development and complete parent feedback forms. As a result, children benefit from continuous learning between home and the setting.

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

Children develop social skills well through group activities and child-led play. For example, younger children engage in small-group activities, such as building with blocks, caterpillar hunts in soil and painting. During these activities, they are encouraged to share resources with one another. Older children help each other in play dough activities, working together to make pretend birthday cakes for family members. These activities help children to build positive relationships and kindness toward one another.

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Next steps

Leaders should ensure all staff are consistent in the delivery and understanding of the curriculum. Leaders should further embed the key-person system to precisely meet all children's needs. Leaders should review the staffing arrangement across the nursery to help ensure staff working in the rooms fully know and understand children's individual needs.

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About this inspection

The inspector spoke with 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 : 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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