Tongham Daycare Ltd

Website: www.ofsted.gov.uk This document may be reproduced in whole or in part for non-commercial educational purposes, provided that the information quoted is reproduced without adaptation and the source and date of publication are stated. Tongham Daycare Ltd Inspection report for early years provision

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Unique reference number EY345109 Inspection date 24/09/2008 Inspector Mike Thompson

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Setting address St. Pauls C of E First School, West Ring, The Cardinals, Tongham, Farnham, Surrey, GU10 1EF Telephone number 01252 400221 Email tonghamdaycare@StPauls-farnham.surrey.sch.uk Type of setting Childcare on non-domestic premises This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Introduction

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage.

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Introduction

The report includes information on any complaints about the childcare provision which Ofsted has received since the last inspection or registration whichever is the later, which require Ofsted or the provider to take action in Annex C.

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Introduction

The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10).

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Introduction

The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Tongham Day Care Ltd is a non-profit making organisation that uses accommodation within the children’s centre run by the Board of Governors of St Paul’s Church of England First School. It registered in 2006. The children’s centre provides clinics, courses and support groups for parents, carers and their families. The day care provision operates from purpose-built facilities connected to the school. The provision provides seamless care, including a breakfast club, after school club and holiday club as well as a pre-school. Children have access to their own secure outdoor area, as well as the school playing fields, playground and hall. There are currently 70 children attending the pre-school, and a maximum of 36 may attend at any one time. Of those on roll 34 receive nursery education funding. Children attend for a variety of sessions or whole days. The provision supports children with special needs and who speak English as an additional language. The

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Description of the setting

setting opens during the school term from 08:00 until 18:00, with the main sessions running from 09:00 until 12:00, and 12:00 until 15:00. The breakfast and after-school clubs are for children attending the pre-school and surrounding schools and the number on roll varies. It opens each morning and afternoon during term time. Club staff transfer the children to and from local schools. The holiday club operates during school holidays. The setting employs 18 members of staff. Of these 15 have appropriate early years qualifications at NVQ Level 2 or 3, including six who have NVQ level 3. Two staff members have a recognised early years’ qualification. This provider is on the Early Years Register, compulsory and voluntary parts of the Childcare Register.

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Overall effectiveness of the early years provision

Tongham Daycare is a good early years provider. All children are warmly welcomed and equally valued. There is a clear recognition of the uniqueness of each child and a strong commitment among staff to ensuring that the needs of all children are met. Good levels of supervision help ensure that children have equal access to the opportunities for learning provided. The leadership provides clear direction and is good at identifying what is working well and evaluating what needs to be improved further. Consequently, there is a good capacity for continuous improvement.

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further?

To further improve the early years provision the registered person should:

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further?

 ensure that planning contains more specific learning intentions, so that children's progress in meeting them can be more accurately judged  ensure that the day-to-day recorded assessments of children’s achievements are more evaluative and less descriptive  accelerate the rate at which staff become familiar with policy documents

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provision

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 The two managers work well in partnership and their separate areas of responsibility are clear and understood by all. The staff work well together as a team, and are clearly committed to ensure that the children in their care are well looked after and enjoy the wide range of choices on offer. The managers have identified the development of staff skills as an on-going priority in order to make children’s learning even more effective. The improvements made in the levels of expertise within the staff, including the high proportion with paediatric first aid qualifications, demonstrates the strength of commitment to providing high quality care. However, some improvements are needed in order to make staff even more effective as educators. Some are highly effective in developing children’s learning during their one-to-one discussions, but this level of expertise is not widespread.

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provision

In addition, when assessing the children, staff are more likely to record detail of the activity rather than evaluating precisely what has been learned.

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provision

A key factor in the success of the day care is the thoughtful, reflective leadership provided by the manager responsible for planning. The self-evaluation which she completed provides a great deal of detail about provision. It does not, however, focus strongly enough on the learning outcomes. She ensures that every effort is made to improve provision for the children. Good use is made of all the available space to provide a stimulating environment for learning. Within the relatively short time that the day care provider has occupied the children’s centre, its management has been particularly effective in developing an attractive space for outdoor learning. Although some of the apparatus ordered has yet to be erected, children have full access to good quality equipment within a safe learning environment. Procedures for ensuring the safety and welfare of the children are thorough and are constantly reviewed in light of practice.

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provision

The work of the staff is carefully directed by the managers and is underpinned by a comprehensive portfolio of policies which clearly set out the practices to be adopted. These are discussed with staff within a planned programme of meetings. However, the managers recognise that there is a need to ensure that staff, particularly those new to day care, more quickly become familiar with the detail of all policies instead of relying on discussion during staff meetings to keep them informed.

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provision

Further important factors in the effectiveness of leadership are the good partnerships with parents and the close links with the first school. Parents are welcomed into the centre and staff are always willing to discuss their children’s development with them. The ‘key person’ system, in which responsibility for the day-to-day care and development of individual children is allocated to specific members of staff, provides parents with a consistent point of contact. ‘Play and Learn’ sessions each Tuesday provide a useful introduction to the centre for new parents.

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The quality and standards of the early years provision

Children are provided with interesting tasks that hold their attention and many become engrossed in what they are doing for lengthy periods. Children move freely This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 between indoor and outdoor learning, all of which is well organised and supervised. Although small, the outdoor learning area provides good opportunities for children to play imaginatively and to experiment, for example, when investigating the water play area. Children confidently make choices and enjoy what they choose to do. There is a good balance between activities chosen by the children and those directed by adults. In many instances, such as when a staff member discussed autumn leaves with a child, the adults make a significant difference to the children’s learning. However, in some one-to-one or small group situations, the staff do not readily pick up on opportunities presented to improve children’s speech by modelling

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The quality and standards of the early years provision

The day-to-day planning focuses on ensuring that the identified needs of individual children are well catered for, particularly in their personal development. As a result of the ‘key person’ system, staff know their children well and ensure that they participate in the activities specifically intended for them. Planning sheets placed next to each of the focus activities, give useful guidance to staff. However, the plans do not set out any precise detail of the learning intended to stem from each activity. This particularly affects intended learning in communication, literacy, numeracy and knowledge and understanding of the world. Consequently, the assessments made by the staff in these areas lack clear evaluations of what the children have learned. This lack of good quality information about learning in these areas means that children make satisfactory progress in developing their basic academic skills in

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The quality and standards of the early years provision

contrast to the good progress made in their personal and social development.

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The quality and standards of the early years provision

The clear, well-established routines help ensure that children feel secure and learn safely. They also help the children to become independent in their learning. At the end of sessions, children play their part in helping to tidy up, and this helps develop a sense of responsibility. Healthy lifestyles are encouraged, and fruit snacks and drinks are freely available. At lunchtime, children are able to enjoy good quality healthy meals freshly prepared in the adjoining first school. Children contribute well to the environment for learning through their enthusiasm to join in with activities, their respect and consideration for one another and their readiness to make friends. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex A: record of inspection judgements

The key inspection judgements and what they mean

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Annex A: record of inspection judgements

Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough

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of children in the Early Years Foundation Stage?

How well does the provision promote inclusive practice? 2 The capacity of the provision to maintain continuous improvement.

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Foundation Stage led and managed?

How effective is the setting’s self-evaluation, including the steps taken to promote improvement? How well does the setting work in partnership with parents and others? How well are children safeguarded? 2

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Years Foundation Stage promoted?

How well are children helped to stay safe? 2 How well are children helped to be healthy? 2 How well are children helped to enjoy and achieve? 3 How well are children helped to make a positive contribution? How well are children helped develop skills that will contribute to their future economic well-being?

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Years Foundation Stage promoted?

procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Annex C: complaint/s made to Ofsted

This section of the report includes details of any complaint/s made to Ofsted when:  we took action for the provider to meet the requirements of the Early Years Register; or  we asked the provider to take action in order to meet the requirements of the Early Years Register; or  the provider had already taken any necessary action to meet the requirements of the Early Years Register.

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Annex C: complaint/s made to Ofsted

We will not report on any complaint where the provider met the requirements of the Early Years Register or did not require any action by Ofsted or the registered provider.

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Detail of the complaint/s

There have been no complaints made to Ofsted since registration

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Detail of the complaint/s

The provider is required to keep a record of complaints made by parents, which they can see on request. The complaints record may contain complaints other than those made to Ofsted.

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