Childcare on Domestic Premises, Full day care in Nottinghamshire

Childcare on domestic premises

Unique reference number (URN): 2799990 Registered with Ofsted: 28/06/2024 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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Children's welfare and wellbeing Strong standard

Children show high levels of respect and care for one another. Older children offer resources to their younger peers, a kindness modelled and embedded by leaders and staff. Children's views are valued. For example, staff listen intently when children tell them about their likes and dislikes. They encourage conversation between children, to help them understand that their views can differ, and to build a sense of self and belonging.

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Children's welfare and wellbeing Strong standard

Staff work hard to enable all children to feel calm. They understand how this supports children's wellbeing and helps them to learn effectively. They adapt interactions to include and support children of all abilities. Staff consistently use individualised strategies to help engage children in learning experiences and make progress in their development.

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Children's welfare and wellbeing Strong standard

Leaders and staff prioritise children's wellbeing and help them to feel emotionally secure. From a young age, children learn the language of feelings. Staff encourage older children to identify how they feel, using images representing different emotions. Children have high levels of understanding, telling staff they are shy and giving reasons, for example. Staff are extremely responsive to children's needs, recognising the sounds that younger children make as communication. Staff quickly reply to these, which supports all children to feel that their voice is heard, even before they can use words.

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Inclusion Strong standard

Leaders and staff work extremely closely with families to assess any barriers children may have to learning. They use this information to tailor the individualised support children receive, involving other professionals, such as speech and language therapists, as required. The prompt response to identifying children's emerging needs, allows children to make early progress in their learning. Parents and carers value that this collaborative approach quickly has a highly positive impact on their children's communication and language skills.

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Inclusion Strong standard

Staff have children's individual needs at the heart of their interactions. Children, from the youngest age, enjoy and engage in activities alongside their peers. Staff adapt their interactions to engage all children. For example, staff offer children toys to help them to engage with the routine. This enables children to focus and sit with the rest of the group for activities. Due to the calm and consistent approach, children who do not normally join in, due to barriers to learning, begin moving their bodies and tapping a drum to songs, for example.

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Achievement Expected standard

Children achieve well, show high levels of skill in their communications and use a variety of language and vocabulary to extend each other's imaginative play. Children pretend to be monsters and dinosaurs, as they confidently tell each other where to go and who to chase next. Children with barriers to learning make notable progress from their starting points and begin to use ways of communicating that they did not have before.

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Achievement Expected standard

Children confidently explore different physical movements. They climb and balance, shifting their weight appropriately to control their bodies, going up stairs and down slides, for instance. Children develop coordination, as they fill containers with water and hold them while running, rarely spilling a drop. They show high levels of physical control.

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Achievement Expected standard

Children are well prepared for their next stage of learning. They notice numbers in the environment and enjoy finding out what the larger numbers are. Children begin to understand the sequence of number and enjoy exploring what comes before and after numbers, with staff.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established clear routines for all children to follow, adapting their interactions as needed for children who require extra support. Children show their understanding and line up appropriately to wash their hands, for instance. Children remind their friends where to stand while they wash their hands and to wait for their turn.

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Behaviour, attitudes and establishing routines Expected standard

Staff encourage positive attitudes to learning an support children well during free play. They model how to use items and how to take turns. This supports children to engage for longer periods of time and understand how to use resources appropriately. Older children begin to replicate staff's actions, handing toys to younger children to explore and showing them how to play with them.

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Behaviour, attitudes and establishing routines Expected standard

Generally, children behave well and receive prompts from staff about expectations for behaviour. However, staff are not consistent with how they expect children to behave. Therefore, particularly during planned activities, children lose focus, move around and chose other items to play with and do not always fully benefit from the planned learning.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff understand the importance of children's attendance and have processes in place to make contact with families, should they not arrive at the setting. Leaders work closely with families to support regular attendance, with individual family circumstances in mind.

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Curriculum and teaching Expected standard

Leaders and staff understand child development, what they want children to learn and how to support children to make progress in their learning. Generally, staff support children's learning well, through their interactions. However, staff do not consistently give children enough time to respond to their questions. This can, on occasion, limits how staff can fully assess what children already know, to extend children's learning further. Staff's interactions are enthusiastic and they show genuine passion for teaching. They engage with children continually, offering ideas to enhance children's play.

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Curriculum and teaching Expected standard

Staff thread mathematics through their interactions. For example, they represent quantity by holding the same number of fingers up as amounts of items. Children copy this, lifting one finger at a time as they count. Staff adapt their questions to encourage deeper mathematical thinking for children who are ready for further challenge. For example, they explore concepts, such as one less or one more and how many items they can see in groups of objects.

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Curriculum and teaching Expected standard

Staff support all children to develop their physical skills from their individual starting points. For example, they place items carefully for younger children to encourage them to reach and twist to develop their core strength. Staff encourage older children to develop their hand strength, coordination and control through a variety of activities. Children fill and empty containers, use different hand movements to create marks using paintbrushes and use hand-eye coordination to put on their own sun cream, for instance.

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Leadership and governance Expected standard

Leaders are reflective and have high aspirations for the setting, although recent changes in staffing mean that planned improvements are not yet having a notably positive impact on children's learning. However, leaders are motivated and have plans to develop greater consistency across the setting.

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Leadership and governance Expected standard

Leaders generally support staff well. Staff feel confident to discuss any work-related issues, which has a positive impact on their wellbeing and morale. Leaders work closely with staff to help them understand their roles, including allocating training to develop their knowledge and practice. Staff comment on the positive environment and how valued they feel as team members.

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Leadership and governance Expected standard

Leaders and staff work closely with other professionals, to benefit children's learning. For example, close relationships have been developed with local schools, to enable smooth transitions for children who are moving to their next stage of learning. Additionally, leaders and staff have built positive relationships with parents and carers, where learning at home is viewed as an extension of the setting. For example, staff tell parents what children are learning next and share the strategies they are using, for parents to try at home. This positively impacts children's learning and supports them to make progress in their development.

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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 show high levels of confidence, kindness and engagement. As they arrive, they understand where to put their belongings safely and eagerly enter the play space to engage with learning activities. Children can be heard chattering to one another and truly enjoy being at the setting, exploring activities and learning.

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

Children benefit from the positive relationships staff build with them, helping children to feel safe and secure. Children understand that staff are available for support when they need them. For example, children choose books and take them to staff. Staff promptly engage,

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About this setting

Unique reference number (URN): 2799990 read with enthusiasm and point to pictures to capture children's attention. Children copy this and excitedly explore books for themselves. They turn pages carefully and say what they can see in pictures, developing positive attitudes to learning and a love of books.

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About this setting

Children are very happy, engage harmoniously with one another and form genuine friendships through highly developed social skills. Children seek one another out to starts games, and take turns without prompts. For example, while exploring play dough, children realise their friends do not have much to play with. They tear off pieces of their own and hand this to their friends, showing empathy and an understanding of sharing.

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About this setting

Every child is valued as an individual and staff work with parents and carers closely. They help parents to understand their children's development, how they can support learning at home, and when needed, improve attendance. Staff promptly identify and support any children who require additional strategies or adaptations, to support their ongoing learning. Parents comment on the nurturing and caring relationships staff build with their children and how this is highly impactful on learning from early in their experience at the setting.

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Next steps

Leaders should develop staff's skills further, support them to understand what children can already do and help them to use high-quality interactions to extend children's learning further. Leaders should develop how expectations for children's behaviour are embedded, particularly during planned activities, supporting children to focus well and make even better progress in their learning.

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About this inspection

The inspector spoke with leaders, staff 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. Type: Childcare on domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 18:00

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About this inspection

Local authority: Nottinghamshire County Council

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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

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 .

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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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