Charlies House Childminding and Nursery

What is it like to attend this early years setting?

Staff warmly welcome children and families as they arrive. This gives children the confidence to separate from their parents or carers with ease. Children are pleased to see their peers and settle quickly with familiar adults. Staff have high expectations of children's behaviour. Pre-school children show that they are able to independently regulate their own and others' behaviour. For example, they explain to their friends that if they share their toys with them, they are expected to share too.

Staff provide a stimulating curriculum with activities both indoors and outdoors for all children. As a result, children demonstrate high levels of engagement. Toddlers 'perform' songs on the outdoor stage and show much perseverance and resilience as they get straight back on their balance bicycle after falling off into a muddy puddle. Babies negotiate 'toddling' in the ball pit and curiously watch the sensory light show. Pre-school children are articulate and confidently recall events important to them with others. They show a growing independence and readiness for school as the 'special helper' sets the table and ensures everyone has the right cutlery for their lunch.

Staff in each room focus firmly on developing children's communication and language skills. Children share stories and develop a love of reading. Staff also support parents to enjoy and extend this aspect of learning with their children at home.

What does the early years setting do well and what does it need to do better?

• The leadership and management of the setting has strengthened since the last inspection. Any concerns about children are now referred to the relevant authorities in a timely manner, in order to protect them from potential harm.
• Room leaders have a clear understanding of their roles and responsibilities. They are confident about their curriculum intent and what it is they want children to learn. They understand how to sequence learning to build on what children already know and can do. For example, they understand that young children need lots of opportunities to build strength in the small muscles in their hands and fingers before being able to hold and control a pencil.
• Partnerships with parents are good. Staff keep parents up to date about their children's development. Feedback from parents is overwhelmingly positive. They and their children enjoy the 'family feel' of the staff team and the home-from-home environment.
• Meal and snack times are social occasions. Staff supervise children well. They sit with children and share lively and engaging discussions. The kitchen manager adapts menus and meals to meet all children's specific dietary requirements, which keeps them safe and promotes their good health.
• The provider has undertaken much research on the benefits to children of sleeping outdoors in the fresh air. There are safe and suitable arrangements for children to do this if parents wish, and in a way that promotes their well-being. There is also a cosy sleep room for those children who prefer to sleep indoors.
• Children make good progress from their developmental starting points. However, staff lack information about the range of experiences children have already had when they start, or take part in when not at the setting. This does not help staff to plan swiftly and accurately to fill any gaps, especially where funding is available to individual children for this purpose.
• Staff understand and implement positive behaviour management strategies to get the best from children. This helps children to regulate their own emotions.
• Support for children with special educational needs and/or disabilities is good and is led and overseen by a knowledgeable special educational needs coordinator who does all she can to provide effective support for children and their families. Support for children who speak English as an additional language and children who find communicating more difficult, continues to be developed since the last inspection.
• The provider and manager demonstrate commitment to ongoing improvement. They value the staff team and work hard to demonstrate this to them. As a result, staff morale is high and they demonstrate that they love their job and working with the children and families.
• The provider has clear oversight of the quality of provision and demonstrates that she is able to accurately assess and evaluate strengths and weaknesses. She provides staff with clear guidance and support to promote their professional development and interactions with children.

What the setting must and should do next

The provider should:

• extend the range of information sought from parents when children start at the setting to enhance the provision, support and learning for children at the very earliest opportunity.