Childcare on domestic premises

Childcare on domestic premises

Unique reference number (URN): 2815818 Registered with Ofsted: 05/12/2024 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

Leaders prioritise children's welfare and wellbeing. They ensure all children receive the care and support they need to achieve and thrive within this setting. Staff have built warm, trusting relationships with the children and their families. Leaders have advised parents on how they can support their child even more at home. For example, they have supported families on the use of screen time. Leaders have also introduced dental hygiene programmes to support toothbrushing and understand the importance of oral health. All staff have comprehensive knowledge and understanding of the setting's children. They are highly responsive to the varying needs and changes in circumstances of individual children and their families. For example, leaders have worked with families on changes with their child's health. They have prepared health plans to ensure that the child's safety is paramount. Staff understand the importance of safe sleeping arrangements, which they strictly follow.

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Children's welfare and wellbeing Strong standard

Children are safe and secure in this setting.

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Children's welfare and wellbeing Strong standard

Staff give children the freedom to make their own choices of areas they would like to explore. They have regular access to the outside, and children tend to choose this than indoors. Staff promote healthy eating and encourage children to try new foods. For example, they support children to make their own lunch, which leads to discussions regarding healthy food choices. Staff rigorously follow safe eating arrangements to ensure children do not choke on their food. They use mealtimes to promote children's manners and social skills.

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Inclusion Strong standard

Leaders have extensive knowledge and experience to swiftly identify children who have special educational needs and/or disabilities (SEND). They work alongside families and external agencies effectively, ensuring children get the support they need to achieve. For example, leaders work with speech and language therapists, physiotherapists and inclusion officers. This collaboration allows for strategic plans and targets to be adhered to, to ensure further achievement. Leaders understand the importance of early help. They do all they can to prevent children from having difficulties with their future education. Staff complete training to strengthen their knowledge on meeting these children's needs. Children with SEND are making an amazing amount of progress.

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Inclusion Strong standard

Leaders promote an extremely inclusive setting. The provision for children who have barriers to their learning is excellent. For example, children have access to visual aids and home language resources to help them communicate. Staff make adaptations that are systematically and skilfully adjusted when needed. Leaders support children from disadvantaged backgrounds. They receive early years pupil premium funding to support children. Leaders use this money effectively to ensure children access new experiences. For example, they regularly attend outings in the local community. Children relish these opportunities, which they would not normally experience. Leaders also buy resources to support children's physical development and that follow their interests.

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Achievement Expected standard

Children are confident independent learners who relish the opportunities on offer. They have a positive attitude towards their experiences and show a love for learning. Children have good fine motor skills in preparation for early writing. They manipulate materials with ease due to the activities on offer, which strengthen their hands. Children have competent communication and language skills. They use these skills to introduce storylines in their imaginative play and to socialise. Children with special educational needs and/or disabilities make very positive progress from their starting points. Those who have barriers to their learning are receiving specific teaching. This is to ensure they do not fall further behind their peers. For example, they join in with well-planned interventions and/or have access to expert teaching through external agencies. Children have a 'can-do' attitude and will happily

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Achievement Expected standard

persevere when challenge occurs. They are encouraged to problem-solve and are praised for 'having a go'. Children can express their own wants and needs. They have positive personal, social and emotional development skills.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They show kindness towards each other and will happily play alongside one another. Staff teach children about respect. For example, they discuss the importance of saying 'pardon me', 'please' and 'thank you'. Children play nicely together, taking turns, sharing and showing great social skills. Staff are positive role models for the children, demonstrating these skills. They praise the children for their achievements, to which children show pride. Staff reward children with 'star of the week'. For example, children can take home a cuddly toy and a journal. However, children do not consistently know how to manage their own emotions and behaviour. Staff should continue to reinforce positive behaviour, so children are able to understand how to manage this for themselves.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy the activities on offer and will independently choose what they would like to do. They fully engage and focus on their chosen activity. Staff gain children's attention with ease and encourage them to follow routines. For example, staff instruct the children to tidy up before lunch. Children happily help to tidy up and then wash their hands in preparation for eating. They benefit from a robust key-person system. For example, staff know their children extremely well and manage their needs with ease. Children look to their adults for support and reassurance. They show they feel happy and safe.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of attendance and punctuality to their families. They will always contact them if their child does not arrive at the setting. This is to ensure the child's safety. Leaders log absences and manage this appropriately. They are preparing families for starting school, where attendance is essential.

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Curriculum and teaching Expected standard

Leaders have an accurate understanding of the quality of the curriculum and teaching within their setting. They have developed their own ambitious curriculum. For example, they focus on children's positive wellbeing and give them healthy choices, giving children equal opportunities to thrive and to have a sense of belonging. Staff implement the curriculum well, ensuring children access all areas of their learning and development. Staff observe children's development and share these findings with their parents and/or carers through an online system. They complete other assessments, such as the progress check at age 2. These assessments help staff tailor their teaching to meet children's individual needs.

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Curriculum and teaching Expected standard

Staff promote children's development of communication and language skills well. They question children to further develop their knowledge and understanding. Staff model language that is appropriate for children's age and stage of development. For example, they get down to the children's level, listen to them and encourage two-way conversations. Staff teach children to be kind and respectful using their language skills. For instance, staff support children to ask their peers if they could have a turn after them. Children enjoy listening to stories and can recall the events within them. Staff lead music times where they sing rhymes with the children and model the actions.

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Curriculum and teaching Expected standard

Children happily play with the activities on offer. They have vast amounts of opportunities to extend their physical development skills. For example, they play with ride-on vehicles, such as tractors, cars and bikes. Children can explore ways of moving, including climbing and balancing. They also develop their fine motor skills by using one-handed tools, such as tweezers and pipettes. Leaders encourage an extremely inclusive environment. Children who have barriers to their learning can access all the activities on offer, which are adapted when necessary. Maths activities and resources are easily accessible to all within their play. For example, children have access to scales, shapes and numbers. However, staff do not consistently use mathematical language to extend children's mathematical development. Therefore, children do not confidently use this language within their play.

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Leadership and governance Expected standard

Leaders regularly review and update policies and procedures to ensure they are highly effective. They have high expectations for their staff and ensure these are constantly followed. Leaders and staff understand the importance of professional conduct and confidentiality. They are fully aware of their strengths and where they need to improve. Leaders will continue to develop their own curriculum and support staff to deliver high- quality teaching. Staff feel extremely supported with their wellbeing and workload. They have regular supervision meetings. Leaders provide training both online and face to face. For example, staff have completed training on inclusion, mathematical development and environments in the classroom. This develops their knowledge and skills to support children in their care.

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Leadership and governance Expected standard

Leaders have built relationships within the local community. They support children with the transition to school, particularly those who have barriers to their learning. For example, leaders contact the school and advise them on how they can support the children's needs throughout the day. Parent partnerships are impressive. Leaders know the families well and have built a great rapport with them. Parents find them to be extremely approachable and receive high levels of support. Parents receive regular communications. For example, they add observations of children onto an online portal as well as younger children having 'daily diaries'. This has a positive impact on the relationship built with the children.

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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 settle extremely well in this child-led environment. They are confident and independent learners, who relish the opportunities on offer. For example, children make their own lunches using a range of tools and healthy food options. Staff know the children very well, supporting those who need it and challenging others. Children play alongside each other, showing kindness to one another. They show they feel happy and safe in this setting and with the staff. Children demonstrate a sense of belonging.

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About this setting

Type: Childcare on domestic premises Children have formed secure bonds with their key person. They welcome staff into their play and enjoy these experiences. For example, staff attend the children's 'pretend shop' and extend their imaginative play by buying some food. They meet each child's individual needs well. Children have individual next steps to support them to achieve in their learning and development. They have access to a range of opportunities that enhance their achievement. All areas of development are accessible, and children enjoy the well-planned activities that are on offer. For example, children use one-handed tools to explore the frozen objects. Staff extend children's knowledge and understanding by asking questions and responding to their inquisitive nature.

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About this setting

Children show great excitement and joy to be at this setting. They know their opinions will be heard, and they can make their own choices. Children learn about democracy, mutual respect and rule of law, which are British values. Children regularly explore the community. For example, they go on outings to the local country parks, museums, markets, farms and the beach. Children have new experiences and are learning about the world around them. Every child is unique, and they are thriving in this setting.

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Next steps

Leaders should support staff to use mathematical language continuously throughout children's play, so they develop children's confidence in using this. Leaders and staff should continue to reinforce positive behaviour so children can manage their own emotions and behaviour.

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About this inspection

The inspector spoke with leaders, practitioners, parents 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. Registration date: 05/12/2024

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About this inspection

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

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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