Home From Home Children's Day Care Ltd

Inclusion: Strong standard

All children's needs are at the heart of everything that staff do. This means all children have the same access to opportunities as each other as staff consistently adapt activities to ensure that they can participate. Staff ensure that children learn about the world around them and all types of people and families. Children are remarkably accepting and accommodating of each other's needs.

Children with special educational needs and/or disabilities (SEND) are very well supported. Staff know the children extensively and know how to meet their needs. This includes challenging and extending their learning and development further. Staff continuously and rigorously review, assess and do to ensure that children continue to make better than expected progress. Staff are quick to identify where there may be potential delays in children's development and quickly implement strategies to help bridge this gap.

Staff work well with the external agencies that support children with SEND, such as for speech and language, to help ensure a collaborative approach to children's development. Leaders and staff have strong partnerships with parents, which helps ensure that children have their needs met well at the provision as they share extensive information regularly and take a collaborative approach to children's next steps in learning.

Curriculum and teaching: Strong standard

Staff know exactly where children are in their learning and development and know what they need to learn next. This includes using assessment effectively to ensure that any gaps in learning or any barriers children may face are identified very quickly. This information informs their teaching, which becomes highly tailored to meeting children's needs. Every interaction between staff and children extends their learning. For example, staff support children as they learn to recognise numerals and match these on a phone as they 'call' their favourite characters.

Children's personal, social and emotional development is a key focus for staff. Children demonstrate that they feel happy, secure and settled at the provision, and they are keen to learn. Staff develop children's communication and language through every interaction. For example, they model words such as 'pop' and 'bubble' as they blow bubbles with the children. They expertly use open-ended questions and create frequent opportunities for meaningful conversation, including with the youngest children. Leaders teach children about the world around them through frequent trips in the community using their interests. For example, children go on walks to look for buses and purchase ingredients from the local shops.

Achievement: Strong standard

All children make more than typical progress in their learning and development. They are very well prepared for the next stage of learning by staff who know them very well. Children are highly confident and independent. For example, the youngest children are able to self-select the resources they would like to play with. Their learning is developed further as staff join them in their play and skilfully extend this. For example, children learn how to count out objects as they play with loose parts.

Children develop age- and stage-appropriate knowledge and skills as they progress through the provision. All children, including those who face barriers to learning, demonstrate secure communication skills and are confident in making their thoughts, needs or wants known. This includes the youngest children as babies babble away to staff confidently. Children and babies show that they make secure progress in their physical development. For example, babies learn to pull themselves up and cruise around the room as older children learn how to use a bat and ball as they develop their coordination and balance.

Behaviour, attitudes and establishing routines: Strong standard

Children have particularly warm and trusting relationships with the kind and caring staff. Children behave very well. They have clear understanding of the high expectations for their behaviour and consistently follow these. Children demonstrate that they are able to take turns with each other without needing adult intervention, showing that this behaviour is embedded and consistent. Children from a young age demonstrate polite manners, such as using 'please' and 'thank you' when they ask a peer for a toy. Staff are excellent role models for children. This supports children to learn from a very early age to treat each other with kindness and respect. For example, children make 'cupcakes' in the mud kitchen together, with each child being responsible for a different aspect. Children listen to and respect one another as they make their choices and are proud of their creations.

Staff skilfully support children as they learn to regulate their emotions. This includes staff helping children to co-regulate as well as recognising and respecting that children may use different strategies, such as needing their own space before having a cuddle with staff. Children play collaboratively and are eager to include each other in their games.

Leaders work closely with families to promote the importance of attendance and punctuality. They focus on developing positive routines to ensure that children regularly attend the provision. Leaders quickly identify any barriers to this and work closely with parents to implement strategies to support them.

Children's welfare and wellbeing: Strong standard

Leaders and staff ensure that the provision is a safe, welcoming and inviting place. They work hard on their philosophy of 'home-from-home', and children and staff demonstrate that they feel really secure and very happy at the provision. Staff are highly responsive to children's needs and ensure that the provision reflects that. Children's wellbeing is consistently prioritised and is a clear focus for staff as they ensure a positive and calm atmosphere and environment that has been well thought out. Staff regularly praise children for their efforts, which helps to develop their self-confidence and self-esteem.

Children learn to meet their own personal needs from a young age through consistent and embedded routines. For example, older babies start to learn how to wash their own hands before lunch. All children have warm and secure attachments with their key person. Staff ensure that children are treated with respect and kindness as they meet their care needs. For example, staff take time to explain to children about wiping their noses before helping them.

Children develop effective healthy habits. For example, children learn to recognise when they need a rest and snuggle down in a cosy corner in order to do so. Children independently access water and learn they must drink regularly when it is hot.

Leadership and governance: Expected standard

Leaders have a secure understanding of the strengths and areas for development in the setting. They consistently review practice and support staff to ensure they continue to provide high-quality teaching and learning for children.

Leaders promote staff's professional development and ensure that they receive regular opportunities to undertake further training. Leaders make sure that staff feel highly valued and that their workloads are manageable. Staff note that their wellbeing is a key focus for leaders. Leaders work hard to develop secure partnerships with parents and to engage them in the provision. For example, they have recently organised an event for Father's Day where families were welcomed into the provision.

Typically, leaders engage with other professionals, such as other providers children may attend. However, on occasion, leaders do not always contact shared care settings to ensure that approaches to children's learning and development are consistent.

Prior to the inspection, a breach of early years foundation stage requirements was identified in relation to safeguarding policies and procedures. For example, local safeguarding partner procedures were not followed correctly. However, the provider has taken steps to put this right. For example, leaders have improved their knowledge around local safeguarding partner processes. Leaders can now confidently and accurately describe the correct procedures to follow in the event of an allegation being made against a member of staff. This means no further action is required.