Childcare on Domestic Premises, Full day care in Barnet

Childcare on domestic premises

Unique reference number (URN): 2818408 Registered with Ofsted: 30/01/2025 Registers: EYR

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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

Children typically make steady progress from their starting points and develop skills that prepare them for their next stage. Children learning English as an additional language expand their vocabulary and progress from babbling or single words to combining words into short sentences. They understand familiar instructions and use language to communicate their needs.

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Achievement Expected standard

Children become confident and independent. Babies and young children separate from parents with ease, form secure relationships with adults and begin to play alongside peers. Children follow routines, tidy resources, feed themselves using spoons and manage toileting and handwashing.

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Achievement Expected standard

Children develop mathematical knowledge by recognising colours and recalling numbers in sequence. Younger children progress from supported standing to walking independently. Older children develop balance and coordination as they jump, pedal bicycles, kick balls and negotiate outdoor spaces. Children with special educational needs and/or disabilities participate alongside their peers and make progress through staff's tailored adaptations to communication, routines and resources.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish routines and expectations that typically help children understand how to behave. They expect staff to model polite language, sharing and turn-taking. In the main, children behave well, tidy resources, return toys to labelled areas and cooperate when preparing for snack.

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Behaviour, attitudes and establishing routines Expected standard

Children form respectful relationships with staff and seek them for comfort and reassurance. They show positive attitudes to learning. Children choose resources, join songs and remain curious and motivated as they explore activities. Staff use inclusive strategies that reflect children's ages and stages. They use simple language, mirrors and reassurance to help younger children recognise emotions and manage frustration. Overall, staff intervene calmly and encourage children to use words rather than snatch. However, on occasion, staff intervene without clearly explaining how older children's actions affect others or helping them consider how to put situations right. This reduces opportunities to deepen their understanding of other people's feelings and take responsibility for their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Leaders help families understand how regular attendance supports children's learning and readiness for school. They monitor absences promptly and follow up unexplained non- attendance, helping to safeguard children.

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Children's welfare and wellbeing Expected standard

Leaders and staff establish procedures for children's care and ensure staff understand dietary requirements, safer sleeping and hygiene routines. Staff generally provide care that reflects children's individual needs. They offer flexible settling arrangements, remain close when children need reassurance and gradually introduce familiar adults. This inclusive approach helps children form secure relationships and gain confidence in the setting.

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Children's welfare and wellbeing Expected standard

Leaders work with parents to understand children's allergies and dietary needs. They provide appropriate allergen-free alternatives and respond to parents' requests for a wider range of healthy choices, including reduced-dairy options. Staff prepare food in suitable portions, supervise meals attentively and remind children to remain seated while eating. Young children develop independence as they use bowls and spoons. Staff maintain direct supervision throughout sleep times. These arrangements support children's safety, comfort and wellbeing.

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Children's welfare and wellbeing Expected standard

Children follow established toileting and handwashing routines. However, staff do not consistently help children understand the purpose of these routines. For example, they praise children for clean hands without discussing how handwashing removes germs. In addition, staff could make greater use of food-related play to discuss nutritious choices and how these support children's growth and wellbeing. Consequently, teaching about the wider benefits of healthy practices is not consistently embedded, reducing children's understanding of why these routines matter.

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Curriculum and teaching Expected standard

Staff observe and assess children's progress to identify gaps and plan experiences that reflect their interests and next steps. Leaders and staff adapt routines, communication and resources to reduce barriers for children with special educational needs and/or disabilities. They provide experiences across curriculum areas.

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Curriculum and teaching Expected standard

In the main, staff generally teach through purposeful interactions. During farm play, they ask children to count sheep and introduce concepts such as 'more' and 'how many?' They encourage younger children to name animals and copy sounds. Staff teach children to recognise colours, sort dinosaurs and count to five. During songs, they model actions, repeat words and introduce new words such as 'tickets'. During imaginative play, staff name ice-cream flavours and encourage children to develop their own role play. Staff model sharing and turn-taking.

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Curriculum and teaching Expected standard

Staff prioritise physical development for all children. This supports children to develop physical skills through scooping, filling and emptying containers, operating locks and bolts, running and riding bicycles. However, on occasion, staff do not always identify opportunities to extend older children's thinking. Some interactions describe actions without encouraging children to test ideas or solve problems. Consequently, children do not consistently explore concepts in greater depth.

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Inclusion Expected standard

Leaders focus on building effective partnerships with external professionals to enhance outcomes for all children. This collaborative working ensures that children's progress is monitored and reviewed regularly. Leaders take timely action to reduce barriers that children face in relation to their learning and/or wellbeing through strategic support, reasonable adjustments and inclusive practices. They are committed to their role to improve the experiences and outcomes for children with special educational needs and/or disabilities. Leaders make effective use of additional funding appropriately to provide targeted interventions, additional adult interaction and specialised resources. This helps eligible children develop their communication skills, regulate their emotions and remain actively involved in learning experiences and daily routines. Children benefit from these interventions and make significant improvement.

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Inclusion Expected standard

All children are valued and are helped to make progress in their learning from their individual starting points. Overall, staff ensure children are supported to take part in nursery life. For example, they use visual aids and transitional objects to support children's understanding of the daily routines. Staff respond to sensitive situations with compassion and professionalism.

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Leadership and governance Expected standard

Leaders generally identify and act on the setting's priorities. Since registration, they have broadened children's experiences within the local community. These opportunities help children become familiar with their surroundings and connect learning to everyday life. Leaders review practice and direct training towards areas for improvement. They recognise that further work is needed to achieve greater consistency in staff teaching.

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Leadership and governance Expected standard

Leaders maintain oversight of children's safety through safer recruitment procedures and suitable risk assessments. Leaders and staff holding a new responsibility for supporting the most vulnerable children, including those with special educational needs and/or disabilities, are committed to ensuring the best interests of the children in their care. Leaders provide staff with professional development through refresher courses, external expertise and training days. This helps staff update their knowledge and develop their practice. Leaders consider staff wellbeing and workload. They adapt working arrangements around personal circumstances, while communication and teamwork help staff feel supported.

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Leadership and governance Expected standard

Leaders develop partnerships with parents, external professionals and the local community. Families receive regular updates and guidance that helps them continue children's learning at home. Leaders seek specialist advice when needed and use community links to broaden children's experiences. Parents report that staff are caring and listen to their views and keep them informed about children's progress.

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

Children typically arrive happily and move confidently into play. When children need reassurance, staff respond sensitively and give them time to become comfortable. Children form trusting relationships with familiar adults and seek them out to share their ideas and discoveries.

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

Children independently choose toys from low-level units labelled with pictures. They are curious and motivated to explore. For example, they sort coloured dinosaurs into cups, name colours and count how many they have. During circle time, children enthusiastically choose familiar songs, remember repeated phrases and copy actions. Staff value children's home languages while introducing English words and extending short phrases. This helps children who are learning English to participate and communicate.

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

Children enjoy imaginative and investigative play. They create a farm using animals, cereal and shredded paper. Additionally, they pretend to sell different flavours of ice cream and use a toy camera to take pictures of their friends. Older children persist in operating keys, locks and bolts or invite adults to communicate through toy walkie-talkies. These experiences develop children's language, coordination and confidence.

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

Outdoors, children run, ride bicycles and explore playhouses. Babies and toddlers fill and empty containers and investigate different textures. Children generally show positive attitudes to learning and enjoy repeating actions until they succeed. Familiar care routines help them become increasingly independent in eating, toileting and caring for their environment. Children learn alongside their peers and are included in experiences that reflect their age, interests, home language and individual needs.

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

Overall, children generally behave well, share resources and learn to take turns. They feel safe and know familiar adults will help them. Parents contribute information about routines, languages and interests, helping children feel that they belong. Attendance is monitored, and children the develop skills that prepare them for their next stage.

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Next steps

Leaders should support staff to enhance their interactions, giving children further opportunities to think critically, solve problems and extend their learning through play. Leaders should strengthen staff practice so that older children receive clear, consistent explanations about how their actions affect others and understand the consequences of their behaviour. Leaders should strengthen how staff help children understand the benefits of healthy practices and how make healthy lifestyle choices to support their bodies and wellbeing.

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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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About this inspection

The inspector spoke with the leaders and staff 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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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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