Childcare on Domestic Premises, Full day care in Sutton

Childcare on domestic premises

Unique reference number (URN): 2835370 Registered with Ofsted: 29/04/2025 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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Children's welfare and wellbeing Strong standard

Leaders and staff support children's physical wellbeing in impressive ways. For example, they work with families to promote the wellbeing of all children by encouraging them to try a wide range of flavours and healthy foods that reflect diverse cultures both within and outside the nursery. All children, including disadvantaged children, feel excited to explore new flavours and textures. Children develop a solid foundation for their future lives and an understanding that a nutritious diet helps them to be strong.

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Children's welfare and wellbeing Strong standard

They communicate consistently with parents about children's wellbeing. For example, they work closely with parents to understand babies' home routines and feeding patterns. Children with special educational needs and/or disabilities are given bespoke support. Leaders work with parents to help them to extend this support beyond the nursery. All children develop the self-care skills needed to be highly independent, happy and confident as they prepare for school.

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Children's welfare and wellbeing Strong standard

Staff skilfully teach children a wide range of physical skills outdoors. They encourage every child, including those who lack confidence, to take part, stretching their skills so that they can practise in a safe space. All children thrive in an environment which prioritises their physical development and wellbeing.

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Curriculum and teaching Strong standard

Staff plan an enriching curriculum that promotes children's natural curiosity of learning. Children discover a wealth of music, sounds and foods from other countries. Staff plan a range of outings in the nursery minibus to help children to have new experiences. For example, children visit the local parks and attractions that help them to learn about the world around them. Children are excited to tell others about what they have learnt and share their new experiences. As a result, children are motivated learners who engage deeply in the world around them. They have a solid foundation of natural curiosity about learning.

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Curriculum and teaching Strong standard

Staff support all children, including those with barriers to learning, to concentrate through consistently high-quality teaching and interactions. This culture of conversation ignites children's enthusiasm for expressing themselves. The extent to which they want to express themselves is impressive. For example, babies babble, learn facial expressions, body language and key sounds that help them to communicate. Children are confident talkers with impressive communication skills. Staff are consistent in their approach to skilfully make links in their teaching. For example, they teach children mathematics as they learn to play musical instruments, counting the notes and recognising patterns. As a result, all children are very well prepared for school.

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Achievement Expected standard

Children enjoy socialising with their friends as they learn key negotiation skills. They benefit from staff who give them sensitive support to express their feelings and make friends. They gain the social skills they need in preparation for school. Babies form key attachments which help them to develop trusting relationships with different adults. Children achieve the key emotional and social skills they need to prepare them to transition to the next stage of their education.

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Achievement Expected standard

Toddlers and babies benefit from back-and-forth conversations with staff that help them to develop communication skills. All children typically learn a solid foundation of listening skills that help them to communicate what they need. Children learn key physical skills as they explore different materials and use tools. They benefit from a range of physical activities that help them to build strength and coordination in preparation for their future lives.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have a clear vision for how staff should support children to understand expectations in the nursery. Staff typically recognise and celebrate children's individual differences, including those with gaps in their wellbeing. All children develop confidence and self-esteem. For example, older children enjoy taking on additional responsibilities, completing tasks by themselves and leading activities. All children take pride in their achievements and have positive attitudes to learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff work closely with babies to establish positive routines. They identify children with gaps in their wellbeing and work closely with parents to create bespoke plans that help all children to develop a sense of belonging. For example, children with gaps in their wellbeing feel excited to celebrate what makes them different from others. Children of all ages feel valued and settle well. This helps them to feel safe and happy, in readiness to learn.

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Behaviour, attitudes and establishing routines Expected standard

Leaders take steps to monitor and identify barriers to attendance. However, they do not always anticipate barriers to punctuality or take decisive action when these arise. As a result, leaders do not consistently promote the importance of positive attendance and punctuality habits.

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Inclusion Expected standard

Staff receive training that helps them to identify and support children with gaps in their learning. For example, staff use Makaton to help children with social barriers to express their needs. Leaders and staff have close partnerships with parents that enable them to identify any barriers to wellbeing. Leaders take effective action to signpost parents to a range of services and professionals to support children's health and wellbeing. They work effectively with a range of professionals to promote the learning of all children.

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Inclusion Expected standard

Leaders typically support staff to use some strategies that help children with gaps in their learning to work towards their targets. This includes children who may need expert help with their development. These children typically progress and work towards achievable targets.

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Inclusion Expected standard

Staff are enthusiastic about supporting all children. Leaders create opportunities for staff to share good practice with one another. Staff have made a positive difference to children with barriers to their learning. However, leaders have not fully developed their expertise in order to make a sustained difference to children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders typically engage effectively with parents regarding all aspects of their children's experiences at the nursery. This generally helps parents to extend children's learning at home and understand their experiences at the nursery in order to prepare them for school.

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Leadership and governance Expected standard

Leaders are reflective of their practice and evaluate the impact the staff have on children's learning and wellbeing. They regularly seek support from external partners to help develop their practice. Leaders continue to work on helping staff to gain experience of supporting children with special educational needs and/or disabilities as well as children known to social care. This work enables staff to gain confidence and strengthen their understanding of what these links mean for their practice.

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Leadership and governance Expected standard

Staff enjoy working at the nursery. They feel valued and know that they can seek support from leaders, including identifying training that will help them to extend their skills and knowledge. Leaders plan a variety of opportunities for staff to share good practice and identify continuous professional development opportunities.

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

Children feel secure and happy at this nursery where staff create a home-from-home atmosphere. They feel excited to arrive in the bright and welcoming classrooms where staff create a well-structured and orderly environment that enables children to learn. This helps all children to make clear choices about what they want to discover. Children feel motivated to pick up on learning from the previous days. They benefit from staff's carefully sequenced curriculum that reflects every child's unique interests, personalities and learning styles. For example, children are animated as they read familiar stories and repeat key language that they have learnt. All children, including those who speak English as an additional language, thrive in an environment where they recognise, repeat and reinforce skills that help them to prepare for their future lives and education.

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About this setting

Registration date: 29/04/2025 Children feel valued. They have close and nurturing relationships with staff, who celebrate what makes them unique. This gives children with barriers to learning the confidence they need to get started and maintain focus. Children who need additional emotional support receive plentiful help from staff, who know them well. This helps children to feel confident to be themselves. They listen to and negotiate well with their friends, and this supports their self-esteem and positive behaviours towards one another.

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About this setting

All children, including those with gaps in their learning, develop high levels of independence. Babies and toddlers feed themselves, fetch their own snack and water and make decisions that help to keep themselves safe. They benefit from a consistent and professional approach by staff to put their best interests first. This includes close working with parents to support children to extend these skills beyond the nursery. Children typically attend well. All children flourish in an environment that supports their individual needs.

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Next steps

Leaders should develop how they anticipate barriers to punctuality and take decisive action to promote positive attitudes to attendance and punctuality. Leaders should develop their experience of supporting children with special educational needs and/or disabilities and consider how they share this knowledge with staff to make a sustained difference to these children.

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About this inspection

The inspector spoke with leaders, parents, children 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. Register(s): EYR

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About this inspection

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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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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