Childcare on Domestic Premises, Full day care in Central Bedfordshire

Childcare on domestic premises

Unique reference number (URN): 2782788 Registered with Ofsted: 16/04/2024 Registers: EYR, CCR, VCR

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Achievement Strong standard

Children make excellent progress and demonstrate impressive skills for their age. The youngest children revisit what they have learned, counting accurately as they walk down the stairs and confidently counting their friends during circle time. The older children count, measure and confidently recall what they have learned in their play.

p.2

Achievement Strong standard

Children gain increasing control and coordination in their physical skills. The youngest toddlers feed themselves efficiently with spoons and concentrate with precision as they paint and draw. Older children use tools with careful control as they draw and create artwork. Children are eager to look at books and listen with increasing attention when stories are read to them. They retell stories in animated voices and in great detail.

p.2

Achievement Strong standard

Children who face barriers to their learning develop excellent knowledge and continue to make sustained progress in their learning. Children build elevated levels of self-esteem and resilience to keep trying. They gain the skills they need for the next stage in their education and life in modern Britain.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders and practitioners have high expectations and have set high standards for building trust and respect towards others, where children demonstrate emotional maturity. Dedicated practitioners are incredibly nurturing. They consistently act as positive role models for children. Children are remarkably kind and show high levels of respect towards one another.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children behave impeccably throughout the day and are particularly well mannered. Leaders create a calm and inviting environment where children learn how to play together and develop long-lasting, positive relationships. Children who once played alone are supported to initiate interactions and develop meaningful friendships.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children enjoy attending and benefit from knowing the routine of the day. Leaders work closely with parents to help them understand the benefits of regular attendance. Children arrive on time, eager to start the day. They are highly motivated to achieve and remain engaged in activities for sustained periods. Children understand the rules of the setting and know how to adapt while playing in a variety of surroundings. They adapt their behaviour appropriately when they need to call out to their friends across the woodland. Their confidence enables them to successfully move between activities with demonstrably positive attitudes to learning.

p.2

Children's welfare and wellbeing Strong standard

Leaders and practitioners prioritise an inclusive, safe and warm environment where children flourish. Practitioners establish sensitive, proactive and responsive relationships with children and families. As a result, children are extremely well cared for and supported. Their welfare, wellbeing and emotional security is of paramount importance. Leaders give particular attention to routines for babies' sleeping, weaning and feeding. They organise mealtimes particularly well. The youngest toddlers sit in a designated space that is safe. Practitioners teach children how to use cutlery, from a young age, and these skills are thoroughly embedded. Children consistently receive a wide variety of healthy, balanced and nutritious food and drink. They understand the benefits of making healthy choices. Practitioners intuitively adapt routines to meet the needs of all children. Such strategies are notably effective as children settle quickly and display a remarkable sense of emotional

p.2

Children's welfare and wellbeing Strong standard

Practitioners use the setting's unique physical landscape to explicitly teach children how to stay safe and healthy. They encourage children to take appropriate risks and master new challenges as they play and learn. For example, children demonstrate increasing confidence as they skilfully use hammers. Practitioners talk to the children about the plants to avoid, such as the stinging nettles alongside the path. This means children learn to identify plants and talk about those that might hurt them. They know how to identify risks and keep themselves safe.

p.3

Children's welfare and wellbeing Strong standard

Practitioners encourage children to manage their personal care routines. As a result, all children know that handwashing is important, while older children explain and reason in detail. Children develop a sense of responsibility, build on their confidence and enhance their self-care skills.

p.3

Curriculum and teaching Strong standard

Leaders have sustained high standards in curriculum and teaching. Leaders expertly ensure that well-planned activities, spontaneous play and exploration are opportunities to enrich and optimise learning and development. This means that all children, including those who are disadvantaged or have special educational needs and/or disabilities (SEND), make rapid progress and are exceptionally well prepared for current and future learning and success.

p.3

Curriculum and teaching Strong standard

Leaders have skilfully designed a curriculum that offers a varied range of rich learning experiences for children across all areas of learning. For example, practitioners provide ample opportunities for children to develop secure mathematical knowledge. Children choose a wooden frame to measure branches, prompting animated discussion when they find branches of differing sizes in the woodland. Using the correct vocabulary, taught by skilled practitioners, they talk about how long, short, thin and thick the branches are.

p.3

Curriculum and teaching Strong standard

High-quality, inclusive and responsive teaching enables seamlessly tailored learning for children of varying ages and stages of development. Articulate practitioners teach ambitious language, for example as they hunt for minibeasts together. All children eloquently communicate their ideas using key vocabulary, showing that they remember new words in the correct context. They talk about the centipedes they find and describe the features of the different insects they look for. While in the garden, toddlers talk clearly about the smell of the flowers and that they are washing their baby dolls. They speak clearly and relish sharing these experiences with their friends.

p.3

Curriculum and teaching Strong standard

Leaders create an environment that enables and supports children to develop their physical skills to an exceedingly high standard. For example, they provide opportunities for children to move and travel through the woodland in adventurous ways. This is purposely planned to secure children's physical skills, such as balancing, coordination and spatial awareness. Leaders ensure that their inclusive and well-sequenced curriculum fully maximises the benefits of their unique setting. Practitioners are deeply focused throughout the day to extend children's learning at every opportunity. They skilfully adapt their teaching to reflect children's individual stage of development and understanding. Children benefit from spontaneous, high-level teaching.

p.3

Inclusion Strong standard

Leaders and practitioners identify children's emerging needs promptly and adapt their approach to support all children especially well. They swiftly implement effective strategies. For example, leaders create flexible settling-in arrangements to support children who need additional reassurance. These seamless, individualised routines are put in place quickly to help children to settle. This means that children feel safe and calm upon arrival and are ready to learn. Parents feel increasingly confident in the high-quality care provided by leaders and practitioners.

p.4

Inclusion Strong standard

Practitioners know all children extremely well and what they need to learn next. This means that any gaps in children's learning are promptly identified and addressed, efficiently reducing barriers to learning and helping children to make significant progress. Practitioners receive precise training to help them to understand how to support children with special educational needs and/or disabilities (SEND). They consistently apply well-considered plans that help children to build confidence in their communication and language skills.

p.4

Inclusion Strong standard

Leaders work tirelessly with other professionals and make prompt referrals to ensure that children with SEND receive the help they need. They support families to understand how to help their children at home. This provides children with consistency in their learning and contributes to the sustained progress they make over time.

p.4

Leadership and governance Strong standard

Leaders bring a wealth of extensive, high-quality leadership experience that underpins their practice. They truly have children's best interests at heart in all that they do. Leaders consistently share their research, knowledge and practice extensively. They provide ongoing training to support other settings and leaders locally and nationally. This contributes to improving outcomes for children who might not otherwise be able to access this type of provision. Feedback from other settings is positive, for example in improving children's behaviour, self-regulation and self-esteem.

p.4

Leadership and governance Strong standard

Leaders continue to offer opportunities beyond the setting. They go above and beyond to provide learning experiences to those who cannot access them even if they are not registered with or attending their setting. For example, practitioners support children with complex special educational needs to gain a greater understanding of the world around them and build self-confidence in their own abilities. Families relate that these experiences are invaluable and unique opportunities that their children would not be able to access.

p.4

Leadership and governance Strong standard

Leaders highly value their practitioners and prioritise their wellbeing. Practitioners benefit from high-quality, personalised training and support for their professional development. They say they feel incredibly well supported to fulfil their roles and are dedicated to continuous improvement. Leaders inspire practitioners who are committed to gaining higher qualifications to enhance their skills. As a result, children flourish and thrive at this setting.

p.4

Leadership and governance Strong standard

Parents are overwhelmingly positive about their children's experiences and say they feel incredibly well informed about their children's learning journey. They say they are astounded by the progress that their children make, particularly in their communication and language development and their self-confidence.

p.5

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.5

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.5

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children enjoy a wealth of unique opportunities for play and learning in a nature-based, countryside setting. They are encouraged to explore their natural environment, develop their independence, broaden their curiosity, investigate and follow their interests.

p.6

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

All children at this setting are settled and highly engaged in all that the setting has to offer. They confidently choose appropriate materials from the natural environment, such as to create cards using a Japanese flower printing method with the use of small construction tools. Children have ample opportunities to be active and develop excellent understanding of how to maintain a healthy lifestyle.

p.6

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

Well-timed interactions, by highly skilled and enthusiastic practitioners, help children to focus on key themes and support their thinking and physical skills. Children recall previous learning from trips and visits, for example as they talk about and paint the blossom trees that they saw while walking in the apple orchard. Children learn and recall the names of minibeasts that they might see in the woodland. Leaders and practitioners prioritise children's communication and language skills in daily practice.

p.6

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

Children are extremely well cared for. Leaders provide care that is thoughtfully and seamlessly tailored to children's unique needs, ages and stages of development. This means that children feel safe and cared for. Children feel a deep sense of belonging, with leaders actively prioritising their welfare and wellbeing. All children have secure attachments with their key person and other practitioners. Children are extremely kind and caring and have made enriching friendships. Mealtimes are sociable, and children chat freely as they proficiently choose their breakfast at the setting's well-considered self-serve station. Children behave impeccably and develop extremely positive social skills. They benefit from meaningful, rich experiences in the setting and beyond and thoroughly enjoy their learning. Hands-on experiences help the children to develop impressive levels of confidence, independence and readiness for their next stage of learning from a very young age. They

p.6

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

demonstrate high levels of achievement in all areas of learning. Children thrive at this setting.

p.6

Next steps

Leaders should sustain work to ensure continued improvement and high standards. They should focus on continuing to create a transformational impact on the outcomes and experiences of all children, including those with special educational needs and/or disabilities and those who are disadvantaged.

p.6

About this inspection

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

p.6

About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday : 07:30 - 17:30

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

13

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.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.8

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.8

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.

p.8

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.9

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 .

p.9

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.9

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.9