Childcare on Domestic Premises, Full day care in Derby

Childcare on domestic premises

Unique reference number (URN): 2817177 Registered with Ofsted: 26/11/2024 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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Achievement Expected standard

Children generally achieve well from their starting points and develop confidence and independence. Older children make particular progress across communication and language and mathematics. They display their confidence to ask for help when they need it, such as changing their clothes if they are wet. Children are curious and inquisitive. They readily ask staff questions. Babies babble and show emerging communication, copying simple words such as 'shut' and 'gone'. Older children confidently recognise a triangle and other shapes as they negotiate obstacles in the garden.

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Achievement Expected standard

Children, including those with special educational needs and/or disabilities, make progress from their starting points. Children are generally prepared appropriately for their next stage of learning. They demonstrate skills they will need at school, such as changing their shoes, washing their hands and managing their own toileting needs. However, when activities are too difficult for their developmental stage, some children cannot fully access the intended learning. As a result, although children generally make progress, they do not always achieve the best possible outcomes from individual experiences.

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Behaviour, attitudes and establishing routines Expected standard

All children, including those with special educational needs and/or disabilities, are typically happy and engaged. They develop positive relationships with other children and familiar adults. Staff provide a secure foundation for learning, and children generally take turns, share resources and play alongside one another successfully. For example, they enjoy playing cooperative games, such as bingo or completing a puzzle together. Staff praise children's positive behaviour, such as effective walking, which supports children to understand their expectations. They encourage children to participate, persevere and develop confidence. Children generally show positive attitudes to learning and are keen to participate in the activities available to them. Leaders promote attendance through close relationships with families. They support parents and carers to understand the importance of regular attendance.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally have high expectations for children's behaviour. They consistently respond when children behave inappropriately. However, staff do not consistently teach children about their behaviour. At times, they do not explain why their behaviour is inappropriate or how it may affect others. For example, at story time, children occasionally speak over each other and shout out. As staff do not explain why this behaviour is unwanted, children continue to display the same behaviours. This does not yet support children to fully begin to manage their own behaviour.

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Children's welfare and wellbeing Expected standard

Staff promote children's welfare and wellbeing effectively. Leaders ensure that settling-in arrangements support children's needs effectively and help them to feel valued. Staff know children well. They develop warm and responsive relationships with them. Staff ensure all babies and children receive prompt comfort if they become tired or upset. They demonstrate that they recognise children's cues. Babies, including those who have only attended the setting for a number of weeks, display positive attachments with staff. Leaders provide a healthy balanced diet for children that caters for those with any dietary needs, including different textures for younger children. Staff talk to children about which foods are healthy, and children learn to recognise 'lettuce' and 'pepper'.

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Children's welfare and wellbeing Expected standard

All children, including those with special educational needs and/or disabilities, enjoy a safe, welcoming environment and regular opportunities for outdoor play. Staff support children to understand personal safety during activities. For example, they teach children how to safely navigate climbing equipment. Staff ensure children understand where to put their feet and how to balance.

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Children's welfare and wellbeing Expected standard

Staff generally support children's emotional needs and regulation. They introduce the concepts of different emotions. However, staff do not match activities about emotions sufficiently to children's ages and stages. As a result, some children do not yet demonstrate a secure understanding of the different emotions and feelings.

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Curriculum and teaching Expected standard

Leaders have designed a broad curriculum that promotes communication and language, mathematics, physical development and understanding of the world well. Typically, the curriculum and teaching are inclusive of children, including those with special educational needs and/or disabilities. Staff use assessment to identify appropriate next steps.

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Curriculum and teaching Expected standard

Staff ensure their teaching is warm and engaging. They narrate babies' play, model vocabulary and respond positively to attempts to communicate. Staff make effective use of everyday opportunities to facilitate children's learning. For example, when babies pull off their socks and point to their toes, staff count them together. Babies receive encouragement to join in, and some attempt to copy the word 'toes'. Staff use rhymes, stories and books effectively, including different character voices and discussion of key events within the storyline. This helps children to develop their understanding and vocabulary.

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Curriculum and teaching Expected standard

With older children, staff ask questions and extend their thinking. During play dough activities, children count spiders' legs and compare the number of eyes on spiders and other animals. As children play with magnetic tiles, staff introduce mathematical language, such as 'cube'. Outdoors, children count animals, search for insects and learn new vocabulary while developing their physical skills.

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Curriculum and teaching Expected standard

However, group activities are not always sufficiently matched to children's differing ages and stages. At times, staff introduce younger children to concepts that are too complex for their current stage of development. This means children do not consistently benefit from planned experiences.

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Inclusion Expected standard

Leaders identify children's emerging needs promptly and develop a clear understanding of children's circumstances, strengths and any barriers to learning. Staff use assessment to inform their planning and children's next steps. Leaders hold regular discussions with parents and carers of children with special educational needs and/or disabilities (SEND). They take advice from health visitors, GPs and other specialist services to understand and respond to children's individual needs. Leaders support families to navigate between healthcare and other external professionals.

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Inclusion Expected standard

Leaders use a targeted approach to identify children's needs, secure appropriate support and maintain high expectations for all children's development. For example, staff adapt activities to allow less-mobile children to access them without needing to move around or stand up. They practise physical exercises recommended by specialists. Staff make adaptations to support children who have hearing difficulties by ensuring they are placed near to the front in group activities and maintaining eye contact. Leaders use additional funding, such as the early years pupil premium, effectively. They use their knowledge of children, including their interests and stages of development, to ensure additional resources have a positive impact. Children, including those with SEND, generally make progress from their starting points.

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Inclusion Expected standard

However, staff do not yet implement some strategies to support children with SEND consistently to fully enhance the experiences that children receive. For example, support for children's speech and language is occasionally inconsistent, despite relevant knowledge within the staff team. Consequently, inclusive practice is effective overall for children with SEND but does not yet maximise outcomes for every child who needs additional support.

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Leadership and governance Expected standard

Leaders have established a welcoming culture in which all children, families and staff are valued. They understand the setting's strengths and areas for development and respond positively to professional discussion and challenge. Leaders are reflective and act swiftly on weaknesses they identify in their practice.

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Leadership and governance Expected standard

Parents and carers speak positively about communication and the information they receive about their children. They say that their children have made lots of progress in their learning since attending the setting, and they feel well supported. Leaders also work closely with other settings children attend, such as local pre-schools. They share information about children's developmental progress, as well as any concerns that may arise. This ensures continuity of care for children.

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Leadership and governance Expected standard

Leaders support staff through supervision sessions, informal discussions and opportunities to share ideas. Staff feel listened to and valued. Leaders encourage staff to undertake continuous professional development. Staff complete additional training and qualifications with the support of leaders. However, professional development is not targeted precisely on the setting's priorities to have the most impact on the children who attend. At times, expertise within the staff team, including knowledge relating to speech and language support, is not shared or implemented consistently enough across the setting.

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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 happy, secure and enthusiastic learners. Babies settle quickly and develop trusting relationships with staff. They confidently explore the environment, approach staff and share toys with others. Staff respond promptly with cuddles when children need reassurance. Children are confident to make choices and proudly celebrate their successes when they complete activities, such as posting balls into a tube.

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

Children enjoy a broad range of experiences that build their knowledge, skills and positive attitudes to learning. They listen attentively to stories and join in enthusiastically with familiar

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Inspector:

Rachel Barsby-Robinson songs and rhymes. Children develop early mathematical understanding through counting and exploring shape. They investigate insects outdoors and proudly announce when they find ants. Children make marks with chalk by drawing around their friends who lie on the floor. They enjoy playing parachute games with staff and developing their physical skills. Staff extend children's thinking through conversations and new vocabulary. For example, they discuss ingredients for pizzas as children use tools to roll and cut play dough.

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Inspector:

Children develop warm relationships with staff and increasingly interact positively with their peers. Staff show genuine interest in children's families and experiences, which helps children to feel valued and included. Children talk proudly about their lives and achievements. They talk about the friends they made at their new pre-school and what their siblings might be doing at home today. Children receive encouragement to take turns, share and play cooperatively. They approach staff confidently for help when needed and enjoy attending the setting.

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Inspector:

All children, including those with special educational needs and/or disabilities, become increasingly independent in everyday routines. They develop confidence to try new experiences and persevere when things are difficult. Overall, children feel safe, settled and valued. They show confidence, curiosity and enjoyment throughout the day.

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Next steps

Leaders should improve the planning of their group activities and learning experiences to ensure they are consistently matched to children's ages and stages of development. Leaders should teach children why particular behaviours are inappropriate and how their actions may affect others so that they increasingly manage their own behaviour. Leaders should make more systematic use of their staff's existing knowledge and target professional development more precisely so that effective strategies for children with emerging special educational needs and/or disabilities are implemented consistently.

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About this inspection

The inspector spoke with leaders, staff, parents and carers 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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About this setting

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 17:30

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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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