Love Learning Childcare Ltd

Love Learning Childcare Ltd

Unique reference number (URN): 2822188 Address: St James the Great Haydock, St James Vicarage, Church Road, Haydock, St Helens, WA11 0NJ Type: Childcare on non-domestic premises Registered with Ofsted: 21/01/2025 Registers: EYR, CCR, VCR Registered person: Love Learning Childcare 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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Children's welfare and wellbeing Strong standard

Staff and leaders consistently prioritise children's welfare and wellbeing. Staff know all of their children well and seek to provide the best care they can. Leaders understand the varying backgrounds of their children and families, and work tirelessly to overcome these. Leaders provide experiences for the children where they know they wouldn't ordinarily receive these, such as trips to the farm. Parents report they are appreciative of the experiences they are provided with. Leaders are passionate about children receiving the best start in life, and go above and beyond to provide for families to make this happen. For example, staff have created a food bank in partnership with the local supermarket and provide toothbrushes and toothpaste for their children.

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Children's welfare and wellbeing Strong standard

Staff have developed caring relationships with the children, meaning the setting is full of smiles and laughter. Through their nurturing manner, staff encourage children to approach them, and children confidently share their learning and things that interest them. Staff have provided children with self-care skills. For example, children wash their hands, brush their teeth and get changed after being wet during play.

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Children's welfare and wellbeing Strong standard

Staff have taught children the importance of physical development, and children enjoy soft play and being on the local field. Staff encourage children to keep themselves safe during transitions, and line up and wait for staff. They wait patiently and listen to staff's instructions. Children know how to regulate their emotions, and do not become upset or frustrated easily as they are supported by staff. Children show awareness when other children become upset, asking if they are okay and seeking adult support.

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Children's welfare and wellbeing Strong standard

Staff have embedded clear routines when preparing for meals. Children wash their hands before eating and access healthy food options. During sleep times, children are comforted by staff and the setting shows safe-sleep practice.

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Inclusion Strong standard

Staff are quick to identify the needs of all their children, especially those with special educational needs and/or disabilities (SEND). They are proactive in seeking additional support and guidance from external agencies to consistently meet these needs. All staff know the children well, and work together to ensure their children are supported in every interaction.

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Inclusion Strong standard

Leaders are very aware of the barriers that their children face. They are keen to provide opportunities and experiences that their children may not always have. For example, children have weekly visits to the local library or go on visits to the farm. Leaders extend this offer to the local community and include them in the fun days they may have. Leaders are committed to inclusion, and work closely with families, supporting with meetings, visits, attendance and progression. Staff monitor the progression their children make well. They make adaptations to their approach, expectations and resources to enable children to achieve. Additional funding is used to provide these opportunities, and leaders are aware of the positive impact they have on the children.

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Expected standard

Children with SEND, and children who are known (or previously known) to children's social care, are monitored closely. Throughout the setting, there is a focus on developing communication and language to help these children share their thoughts and feelings effectively. These children make quick progress from their respective starting points.

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Achievement Expected standard

Children's communication and language skills develop from an early age. For example, staff share a range of vocabulary, and they take every opportunity to have a conversation with children. Children understand that they cannot always be understood, but they show resilience and have a go at trying to say words. Staff have become in tune with the children and will say single words for them to repeat. As a result of this, children become effective communicators. Children with special educational needs and/or disabilities also communicate well. They can say adult names to get their attention and use effective strategies to communicate, such as using objects of reference. Children are well prepared for the next step in their learning, as their listening and attention skills have developed too. Children can listen attentively to adults and their peers. They listen to instructions and engage in two-way conversations. Older children are prepared for their transition on to

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Achievement Expected standard

school as they engage in longer periods of group times.

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Achievement Expected standard

Children's growth and development are a priority to staff. Children have 'grown significantly' in their short time at the setting, as reported by parents. Children make steady progress across all areas of the early years foundation stage (EYFS), as learning experiences do not consistently provide sufficient challenge to deepen children's understanding, or secure a broad and rich depth of knowledge across the curriculum.

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Behaviour, attitudes and establishing routines Expected standard

Staff set out their expectations for behaviour, by reminding children of the rules and offering praise when they are followed. Staff see these opportunities as learning ones, as they explain the impact of their behaviour choices. Children are generally engaged in their play and learning. Children approach activities with smiles and show they enjoy their learning. Staff move around the setting to fully support the children, although there are times where interactions are not as effective as others. Children are encouraged to share and use their manners.

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Behaviour, attitudes and establishing routines Expected standard

Children are taught to show care and respect for each other. Younger children are supported in their play and are included in activities by older children. They help them to look after themselves, by helping them to access drinking water and talking to them about what they are eating. Staff model this behaviour well by including all children in conversations at communal times, such as lunchtime. Parents report that relationships between staff and the children are a strength of the setting. Attendance is positive. Staff are quick to support families where problems arise. They communicate the importance of regular attendance, routines and communication effectively. Leaders also understand the importance of punctuality and make adaptations for families and children where needed.

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Curriculum and teaching Expected standard

Leaders have worked hard to create an inclusive and challenging curriculum. They understand there is still work to be done to embed this into staff practice across the setting, and ensure that children always access high-quality teaching. Occasional gaps in staff interactions limit opportunities to fully extend and challenge children's learning. However, staff are clear on what they want children to learn, and are creative when planning activities. The curriculum has been designed with high expectations for all, especially children with special educational needs and/or disabilities (SEND). Staff are mindful of how to adapt learning to meet the needs of children with SEND, and younger children in the setting. For example, when writing, older children begin to write numbers, whereas younger children and toddlers make marks and experiment with their pencil grasp. Numbers and counting are embedded throughout the setting. Children count and can recognise numbers. They use

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Curriculum and teaching Expected standard

mathematical language in their play, such as 'taller' and 'longer' when building.

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Curriculum and teaching Expected standard

Staff understand the next steps of all children and move freely around the setting, working with them all. They join in with children's play and extend their learning. For example, children are creating castles for monsters in the sand area. Staff ask how many monsters they have found, and ask how many more they need to find. There is a focus on language in the setting. Staff engage in two-way conversations and commentate during children's play. Staff have an understanding of the children's starting points and adapt their interactions to suit this.

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Curriculum and teaching Expected standard

Children's personal, social and emotional skills are well developed. Children are confident to share when they are upset and will explain why. Children are aware when their friends are upset and are compassionate towards them.

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Leadership and governance Expected standard

Leaders are clear of the settings strengths and areas for development. They have a plan of action and constantly seek feedback from parents and external agencies to improve. They have effective working relationships with the local authority to provide opportunities for children and families, such as creating links with speech and language therapy for children at home. Leaders are reflective of the setting and forward plan. They are aware of children who will be joining their care and have been proactive when considering any adjustments required.

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Leadership and governance Expected standard

Leaders have high expectations of their staff. These high expectations mean that there is a shared goal of providing quality care. However, leaders do not consistently use their observations of practice and supervision meetings with staff constructively, to develop practice and staff skills fully. At times, staff lack the skills required to engage in interactions that extend learning to ensure that children make the best possible progress. With that being said, staff are supported to develop and seek their own training to help them to improve. Leaders consider staff workload and wellbeing, with staff reporting that they feel valued. Leaders and staff show positive working relationships with parents. Parent feedback is overwhelmingly positive. Parents report that staff communicate well, and they understand their children's progression. Parents of children with special educational needs and/or disabilities appreciate the time given to their children to help them to achieve and transition

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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 welcomed in to the setting with smiles and open arms. Staff take time to greet each child when they arrive. Children settle into familiar routines and are ready to start their day. Children benefit from a high quality of care provided by passionate staff. Time has been spent to build relationships with families to overcome barriers they may face, such as accessing healthy foods.

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

Children are spoken to with respect, which positively impacts on their behaviour. Children learn from these respectful interactions and will play collaboratively and politely with their friends. As a result of this, the setting is calm and laughter can be heard throughout. Children are provided with a range of well-planned activities, including role play. There is a dedicated space, and time is given for children to have a moment of quiet and reflect on their day, meaning they develop useful life skills. All children are included in play by staff, who support them to develop their social skills. The setting is inclusive for all ages and stages of development.

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

Children move around the setting safely and calmly. They are excited to share activities and their learning with staff. Children's language is developed well, as staff provide explanations and use key words during play. Children develop positive relationships with adults, including their key person. Children actively seek their key person for comfort, and for having long and meaningful conversations. Children feel valued in these interactions.

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

Throughout the day, children are taught the importance of making healthy life choices. They discuss fruit and vegetables during role play and mealtimes. They brush their teeth after meals, and they understand why they must use sun cream in the sun. Children are encouraged to be independent as they attempt to put on their shoes and serve themselves breakfast. Younger children clean their hands and faces after they have eaten.

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Next steps

Leaders should strengthen their oversight of staff practice, to develop teaching skills and ensure the curriculum is implemented consistently.

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About this inspection

The inspector spoke with leaders, practitioners, 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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Address:

St James the Great Haydock St James Vicarage, Church Road Haydock St Helens WA11 0NJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Love Learning Childcare Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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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