Childcare on Domestic Premises, Full day care in Leeds

Childcare on domestic premises

Unique reference number (URN): EY554592 Registered with Ofsted: 29/05/2018 Registers: EYR, CCR, VCR

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm.

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Safeguarding standards not met

Leaders have failed to notify Ofsted of staff working at the setting to enable the relevant suitability checks to be carried out. In addition, they have not followed up on references for staff to ensure their suitability. Leaders have failed to ensure that staff fully understand their safeguarding responsibilities and who to report safeguarding concerns to outside of the setting. Staff are not aware of whistleblowing procedures and actions to take should they have concerns about a member of staff.

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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 Needs attention

Children are not making the best possible progress due to some inconsistencies in teaching. Children often lose interest when staff do not engage them in purposeful play. Children with special educational needs and/or disabilities and those who face barriers to their learning are not fully supported with their development due to additional support plans not being in place for these children.

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Achievement Needs attention

Children develop skills they need for the next stage of learning. For example, children independently sound out the letters of their name while waiting for lunch. Children develop good communication skills and are able to hold conversations. For example, when children are asked why they are applying sun cream, they understand it is because it is very warm outside.

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Achievement Needs attention

Babies are supported well. Engagement is at an age-appropriate stage, and they are offered learning that is appropriate. For example, babies explore the paint with their hands, showing delight. Then staff calmly talk babies through the process of cleaning them as they wipe their hands.

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Behaviour, attitudes and establishing routines Needs attention

Leaders have created an environment that is calm and allows children to fully understand what is expected of them. Staff have built warm positive relationships with the children, and staff know the children well. Leaders and staff are respectful of the children and are good role models. Clearly embedded routines enable children to feel secure, and staff praise children frequently.

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Behaviour, attitudes and establishing routines Needs attention

Children approach staff if they need assistance with anything, calling staff by their names and asking in a polite manner. Leaders and staff are able to identify when intervention is needed to help children during routine-based activities. They have recently introduced a sand timer in the outdoor area for the swings. Children continue their play but check on the sand timer to see if it is their turn. When the sand has run out, they tell a member of staff who then lets the child on the swing know it is someone else's turn.

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Behaviour, attitudes and establishing routines Needs attention

Children help each other. When outdoors, children help others by gently pushing the swing if they need support. Children show perseverance and determination. When the toddlers notice a display in the reading area has fallen down, they work together to figure out how to put the fallen part back up and show pride when they achieve this. Due to some inconsistencies in teaching, children become distracted, and disengaged from their learning. Therefore, there is reduced support for children to develop a positive attitude to their learning.

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Behaviour, attitudes and establishing routines Needs attention

Leaders follow up on children's absences and have a record sheet to monitor these. This helps to keep consistency in attendance for the children.

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Curriculum and teaching Needs attention

Leaders have implemented a broad and ambitious curriculum that aims to support children to develop in all areas of learning. However, due to some inconsistencies in teaching, activities are not tailored to children's individual needs and interests. Children play independently and move quickly from activity to activity and do not show focus on learning, due to the level of teaching. In addition, staff use numbers when children are completing a number jigsaw, and words such as big or small when children build a tower, but there is no enhancement of this. Therefore, mathematics is not taught effectively.

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Curriculum and teaching Needs attention

Children often become disengaged from activities on offer, and therefore learning is lost. For instance, when using blocks to build, children are not provided with ways to think critically as they play. Staff ask questions that limit children's thinking. Leaders and staff complete assessments to ensure children are making progress, but this information is not used to fully inform children's next steps in learning. Therefore, children's development is not as rapid as it could be.

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Curriculum and teaching Needs attention

Staff know children well and know children's interests. When in the garden, children have lots of opportunities to develop their physical skills. When children ask if they can do 'Sonic racing', staff give each child a Sonic character, and children laugh as they run around.

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Inclusion Needs attention

Children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning make adequate progress in their learning. Leaders and staff identify children's individual needs. They receive information from external professionals on ways to support children's achievement and learning. Despite this, leaders do not ensure that this is swiftly implemented into practice. Although systems are in place to track children's progress, inconsistencies in teaching, and the plan, do, review cycle, mean that children's progress is not monitored closely enough. This means all children are not making rapid progress. There are strategies available to support children to communicate their wants and needs. However, these are not used in practice. This means that staff do not understand cues from children when they are trying to communicate. Therefore, children's wants and needs are

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Inclusion Needs attention

Leaders offer support to parents of children with SEND and those who face barriers to their learning and ensure children's attendance is consistent. Leaders signpost parents for additional support where necessary, and support with referrals to external agencies.

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Inclusion Needs attention

Children who speak English as an additional language have shown progress in their communication and language. However, inconsistencies in teaching do not fully support these children.

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Children's welfare and wellbeing Urgent improvement

Leaders do not follow safer eating practices. Staff do not fully supervise children when they are eating and get up to tidy away before children have finished. Leaders and staff do not support children in understanding about a healthy lifestyle. Children are offered very healthy food to eat; however, staff do not use this as an opportunity to talk about the importance of eating healthily. Mealtimes are not used as an opportunity to further establish social skills.

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Children's welfare and wellbeing Urgent improvement

Hygiene practices within the setting are well embedded. Children know when they need to wash their hands. They know to apply soap, rinse, dry and put the towel into the laundry basket. However, children's privacy during toileting and some intimate care routines is not protected.

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Children's welfare and wellbeing Urgent improvement

Children do benefit from daily outdoor play, and they have age-appropriate equipment to develop their physical skills. Children run around the garden pretending to be tigers, then hop around the garden pretending they are bunnies.

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Children's welfare and wellbeing Urgent improvement

Children understand that when they get hot, they need to rest. They independently access a water fountain to get a drink and place the used cup in the washing-up box when they have finished.

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Children's welfare and wellbeing Urgent improvement

Children's care routines from home are followed. During settling-in sessions, staff discuss routines with parents to ensure these are followed. Settling-in sessions allow children time to get to know staff and to begin building bonds. Children are allocated a key person. However, if they develop a bond with another member of staff, in discussion with parents, their key person is changed.

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Leadership and governance Urgent improvement

Leaders have failed to ensure that the requirements of the early years foundation stage are met. Leaders have not notified Ofsted of some staff who are employed at the setting. Therefore, full suitability checks have not been carried out on these staff members. Leaders have not ensured that the safer recruitment processes are robust. As a result, children's safety is compromised.

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Leadership and governance Urgent improvement

Leaders are aware of areas that require improvement within the setting but do not act upon these as quickly as they should. For example, although they are aware that staff's engagement with children is an area for development, they have not taken action to improve this. Therefore, children are not making the best possible progress in their development.

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Leadership and governance Urgent improvement

Leaders have not ensured that staff's knowledge of safeguarding is robust. Staff lack understanding of the process to follow if they have a concern about a child, and what to do if there was an allegation against a member of staff. Leaders do not carry out staff supervisions. Therefore, staff are not clear on what they need to improve on. They also do not have the opportunity to discuss workload. Leaders do offer staff training; however, this is not tailored specifically to individuals. There is also no clear impact of completing the training. Parents speak positively about the setting. They feel children are happy, and they are informed of their children's learning through an online profile. They feel confident speaking to the staff and leaders.

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Compulsory Childcare Register requirements

This setting has not 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 not 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's safety is not prioritised at the setting. They are cared for by some adults whose full suitability checks have not been completed by Ofsted. Leaders have not ensured that Ofsted is aware of changes to people working on the premises so appropriate suitability checks can be completed. This does not ensure children's safety and welfare or promote a positive culture of safeguarding within the setting. Leaders do not ensure that all staff are aware of who to report concerns about children's welfare to, outside of the setting. This means that safeguarding concerns would not be reported in a timely manner. Furthermore, children are not always in sight when they are eating. This poses risks of choking and does not follow safe eating procedures.

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

Children's learning and development are not fully supported. Although staff know children well and have warm relationships with them, their teaching is limited and ineffective, meaning children are not making the best possible progress. Children with special educational needs and/or disabilities do not receive specific targeted support for their needs. Therefore, they are not making progress as quickly as they could be.

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

Children arrive at the setting happy and confidently separate from parents. Children seek out others to play with and have strong relationships with the staff, who they go to if they require support. Children are independent and know the routine very well. As they come inside from outdoor play, they place their hats in the box and go to the bathroom to wash their hands. Leaders and staff monitor children's absences effectively and communicate well with parents. Children have lots of opportunities to develop their physical skills. Older children explore confidently in the large garden where they climb up the slope on the climbing frame to access the next level. Babies have height-appropriate furniture with bars that they can hold to pull themselves to standing.

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Next steps

The provider is not meeting the requirements of the Early years foundation stage and Childcare Register and Ofsted intends to take enforcement action.

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Next steps

We will issue a Welfare Requirements Notice requiring the provider to have taken the following actions by the assigned date:

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Action Completion Date

ensure that Ofsted are notified of all adults working on the premises to ensure that the appropriate suitability checks are completed promptly 29/07/2026

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Action Completion Date

ensure that safer recruitment procedures are in place, with particular regard to references 29/07/2026

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Action Completion Date

ensure that all members of staff have a thorough understanding of safeguarding policies and procedures, 29/07/2026

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Action Completion Date

including the process to follow in the event of an allegation being made against a member of staff

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Action Completion Date

ensure staff have a full understanding of safer eating practices and that children are always within sight and hearing when eating 05/08/2026

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Action Completion Date

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that children with special educational needs and/or disabilities and those who face barriers to learning have targeted support in place to support their learning and development 05/08/2026

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Action Completion Date

ensure that all children receive consistent and high- quality interactions to fully support their learning 05/08/2026

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Action Completion Date

implement procedures for staff supervisions to ensure that staff receive training tailored to their individual needs and support for wellbeing 28/08/2026

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Action Completion Date

review the layout of the room to ensure children's privacy at all times during intimate care and toileting routines 28/08/2026

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Action Completion Date

ensure mathematics is embedded into the curriculum so that all children are confident in using mathematics across all areas of learning 28/08/2026

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About this inspection

The inspector spoke with leaders, staff, special educational needs coordinator, 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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60

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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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. 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

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