Home From Home Children's Day Care Ltd

Home From Home Children's Day Care Ltd
Unique reference number (URN): 2503197
Address: The Salvation Army, Sythwood, WOKING, Surrey, GU21 3BE
Type: Childcare on non-domestic premises
Registered with Ofsted: 25/10/2018
Registers: EYR, CCR, VCR
Registered person: Home From Home Children's Day Care Ltd
Inspection report: 19 June 2026
Exceptional
Strong standard
Expected standard
Needs attention
Urgent improvement
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.
How we evaluate safeguarding
When we inspect settings for safeguarding, they can have the following outcomes:
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.

Strong standard
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.
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.
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 standard
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.
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.

Compulsory Childcare Register requirements
This setting has met the requirements of the compulsory part of the Childcare Register.
How we check if a provider meets the requirements of the Compulsory Childcare
Register
When we check if settings meet the Compulsory Childcare Register requirements, they can
have the following outcomes:
Met
Not met
Voluntary Childcare Register requirements
This setting has met the requirements of the voluntary part of Childcare Register.
How we check if a provider meets the requirements of the Voluntary Childcare
Register
When we check if settings meet the Voluntary Childcare Register requirements, they can
have the following outcomes:
Met
Not met
What it's like to be a child at this setting
Children thrive at this provision. They have very secure attachments with their key person as
well as the other staff in the team. This helps them settle quickly when they arrive at the
provision or when they are in need of reassurance. Children demonstrate that they feel
confident, secure and settled and are keen to play and learn. Children delight in developing
their curiosity about the world around them as they learn how to shoot water out of toy
syringes up into the air. They persevere as they learn to apply the right amount of pressure
and beam with pride when they succeed.

Inspector:
Natasha Jarvis
About this setting
Unique reference number (URN): 2503197
Address:
The Salvation Army
Sythwood
WOKING
Staff take pride in children's achievements and know them incredibly well. Staff skilfully
adapt the provision to ensure that all children, including those who face barriers to learning,
thrive and flourish. Children develop their independence skills through everyday routines,
such as cutting fruit for their snack, pouring their own drinks and then helping to clear away
afterwards. Children take pride in these activities and demonstrate a 'can-do' attitude. Staff
skilfully engage children as they play. They provide children time to problem-solve and work
out how to do things. For example, children explore how to break blocks of ice into smaller
pieces as they play outdoors. Staff give children time to think as they begin to explore
mathematical concepts, such as addition. For example, staff encourage children to think
about how many they now have using their fingers as prompts. Staff are kind and patient as
children puzzle it out, and children take great pride in working out the right answer.
Next steps
Leaders should develop further the processes in place for supporting children who attend
multiple settings.
About this inspection
The inspector spoke with leaders, staff, parents and children during the inspection.
We carried out this inspection as a result of a risk assessment, following information we
received about the provider. The provider will be able to give parents further information
about this.
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.

Surrey
GU21 3BE
Type: Childcare on non-domestic premises
Registration date: 25/10/2018
Registered person: Home From Home Children's Day Care Ltd
Register(s): EYR, CCR, VCR
Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00
Local authority: Surrey
Facts and figures used on inspection
This data was available to the inspector at the time of the inspection.
This data is from 19 June 2026
Children numbers
Age range of children at the time of inspection
0 to 4
Total number of places
28
Our grades explained
Exceptional
Practice is exceptional: of the highest standard nationally. Other settings can learn from it.
Strong standard
The setting reaches a strong standard. Leaders are working above the standard expected of
them.
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.
Needs attention
The expected standards are not met but leaders are likely able to make the necessary
improvements.
Urgent improvement
The setting needs to make urgent improvements to provide the expected standard of
education and/or care.
The Office for Standards in Education, Children's Services and Skills (Ofsted) inspects
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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