Newcastle Children's Centre

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. Newcastle Children's Centre Inspection report for early years provision

p.1

Unique reference number 224148 Inspection date 07/05/2009 Inspector Deborah Ball

p.1

Setting address Mill Road, Newcastle-on-Clun, CRAVEN ARMS, Shropshire, SY7 8QN Telephone number 01588 640108 Email info@newcastlechildrenscentre.org Type of setting Childcare on non-domestic premises This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.1

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.

p.2

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).

p.2

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

p.2

Description of the setting

Newcastle Children's Centre opened in 1996 and operates from the Community Centre in the hamlet of Newcastle-on-Clun, South Shropshire. There is a fully enclosed play area available for outdoor play. The setting is open on Wednesday, Thursday and Friday from 08.30 until 15.30 each week during school term times. Children are able to attend for a variety of sessions. The setting serves both local and surrounding areas.

p.3

Description of the setting

This provision is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. A maximum of 24 children may attend the setting at any one time. There are currently 10 children attending who are within the Early Years Foundation Stage (EYFS). The setting is in receipt of nursery education funding. The setting supports children with learning difficulties and/or disabilities and has procedures to support children who speak English as an additional language.

p.3

Description of the setting

There are two members of staff, both of whom hold appropriate early years qualifications. The manager holds Qualified Teacher Status and Early Years Professional Status. The setting receives support from the local authority.

p.3

Overall effectiveness of the early years provision

Overall the quality of the provision is good. Children are happy and confident and have fun in an environment where their welfare needs are promoted with success. They make good progress in their learning and development and enthusiastically take part in planned activities and freely chosen play. Children's individual needs are well known by staff, who cater for these well in the inclusive care environment. Children benefit from the relationships that their parents and carers enjoy with staff, although these could be extended to further support children's learning and development. Systems for evaluating the provision through reflection are robust, with areas requiring further improvement recognised and actively planned for.

p.3

further?

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

p.3

further?

 develop further information provided to parents and carers about their children's current achievements and future learning targets.

p.3

provision

The leadership and management of the provision is strong. Regular communication between the committee and the staff team means that good practice and the desire to make the setting the best that they can is encouraged and shared. Ongoing reflective practice enhances children's welfare and results in a highly This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 focused and driven staff team. Management actively seek and utilise support and guidance from the local authority development team which helps them to effectively assess and improve their practice. For example, current areas for improvement include repairing and developing the outdoor area. Recommendations made at the last inspection have been robustly addressed thus improving outcomes for children.

p.3

provision

A broad range of strategies are adopted by the provision to actively promote an effective working partnership with parents and others. Good quality information is shared with parents and those spoken to during the inspection comment positively on the many aspects of the provision. For example, they comment on the caring, knowledgeable staff and the wide variety of experiences available to their children. Notice boards around the setting display a wealth of useful information and children's work is attractively displayed. Regular two-way communication between staff and parents ensures continuity and consistency of care. Children's development files are available for parents and carers to view upon request but are not proactively shared on a regular basis. Therefore parents and carers are not fully informed about their children's current achievements and future learning targets. The setting is proactively developing relationships with other providers

p.4

provision

delivering the Early Years Foundation Stage (EYFS) to ensure that appropriate information is effectively shared, promoting children's progression and continuity of learning and care.

p.4

provision

All of the required documentation, policies and procedures required for the safe and efficient management of the setting are well-maintained. Arrangements for safeguarding children are robust, regularly reviewed and clearly understood by those who work with children. For example, detailed risk assessments encompass all potential hazards to children and how these will be minimised. Robust and vigorous procedures ensure that all adults working with children or having unsupervised access to them are suitable to do so. A comprehensive safeguarding policy is in place and all staff members have received child protection training. Personal and professional development of all staff is actively encouraged and the result is a knowledgeable and enthusiastic staff team who effectively support and include all children. For example, the manager holds Qualified Teacher Status and Early Years Professional Status, has undertaken the Effective Early Learning (EEL)

p.4

provision

project and has recently visited Italy to study the Reggio Emilia approach to early childhood education.

p.4

The quality and standards of the early years provision

Children relish their time at nursery and the wide range of rewarding activities and play opportunities available. These offer a wealth of choice and capture children's interest and imaginations. As a result, children are purposeful in their play, concentrate well and readily make decisions about how they would like to spend their time. This is supported through effective systems of planning, observation and assessment. As a result, children are provided with many beneficial opportunities to consolidate their learning and make good progress. Children are supported by a capable, skilled and experienced staff team, assisted by parent helpers, which creates a stimulating learning environment. The children behave This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 very well and receive warm praise and encouragement for their efforts and achievements which positively fosters their self-esteem. Rules are few, but are

p.4

The quality and standards of the early years provision

made mainly by and for the group, their intention being to underscore the need to look after each other and to treat each other with kindness and respect.

p.5

The quality and standards of the early years provision

Children are respected and show independence, confidence, and a high degree of involvement in their activities. They are inquisitive and active learners because staff engage their interest and encourage them to ask questions and solve problems. Staff promote this through the effective use of open-ended questions and the provision of a wide range of carefully chosen and accessible resources such as, paint, drawing clay, movement, voice, writing, water, sand, role play, dance and gesture. Children show an avid interest in books and stories and an array of texts are available to them. Due to the geographical location of the setting, the nursery have introduced Welsh vocabulary and culture into their work, with the help of a Welsh speaking parent/management committee member. Children celebrated the traditional springtime Clun Green Man Festival, where winter is banished, and summer is welcomed through dancing, drama, music and

p.5

The quality and standards of the early years provision

planting seeds. A range of religious and cultural festivals are explored and resources reflect positive images of diversity. For example, a staff member attended a Sikh wedding which lead to children exploring weddings in other cultures. Children's problem solving, reasoning and numeracy skills are fostered very well in practical contexts. They see numbers displayed within their care and learning environment and staff successfully thread counting into the daily routines. Children explore volume and capacity in the sand and water tray as they pour from one container to another. The children are busy in the well-resourced role play area, using their imaginations well. They are developing skills for the future as they competently operate the computer and a range of programmable toys. Visitors to the setting to enhance children's learning and range of experiences, for example, music and drama teachers work with the children and the visiting River

p.5

The quality and standards of the early years provision

Officer helped children learn about the history and the lifecycle of local freshwater pearl mussels. Children have the opportunity to learn about their local community as they observe the river, explore the meadow and visit the library, local primary school and church.

p.5

The quality and standards of the early years provision

Children benefit from the strong emphasis on working outdoors in the fresh air and a commitment to healthy food that is supported by food offered at snack time. The nursery is active in interesting the children in thinking about where their food comes from, through growing their own fruit and vegetables and visiting a local farm. Children benefit greatly from daily physical exercise and are able to freely flow between the indoor and outdoor environment. They develop their skills using the soft play equipment in the movement room and experience nature, the changing weather and seasons and enjoy the space and opportunity to be physically active and exuberant outdoors. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.5

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.6

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

p.6

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.

p.6

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

p.6

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? 2 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?

p.6

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

p.6

Annex B: the Childcare Register

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

p.7

Annex B: the Childcare Register

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

p.7