Happy Days Nursery

Woodys Club Inspection report for early years provision

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Unique reference number EY394708 Inspection date 19/01/2010 Inspector Permjit Tanda

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Setting address Wood Lane Community Centre, Wood Lane, WEST BROMWICH, West Midlands, B70 9PT Telephone number 0121 525 2772 Email andrew.rainsford@btconnect.com Type of setting Childcare on non-domestic premises to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It rates council children’s services, and inspects services for looked after children, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. Royal Exchange Buildings St Ann's Square Manchester M2 7LA

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T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk 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 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

Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods.

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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.

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Introduction

Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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Description of the setting

Woody's Club registered in 2009. It operates from Wood Lane Community Centre, West Bromwich. The club has use of the one room and the main hall. There is a fully enclosed area available for outdoor play. Access to the building is via a driveway and ramp into the main reception area. The club serves the local area.

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Description of the setting

The provision is registered to care for a maximum of 26 children from three to eight years at any one time. This provision is registered by Ofsted on the Early Years Register and the compulsory part of the Childcare Register. The club also cares for children up to 11 years and this is registered by Ofsted on the voluntary part of the Childcare Register. The out of school provision is open Monday to Friday 3.00pm until 6.00pm during the school term and 8.00am until 6.00pm during the school holidays. This provision is open all year round with the exception of two weeks during the Christmas period. There are two members of staff who work with directly with the children, of whom one holds an appropriate early years qualification.

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The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

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The overall effectiveness of the early years provision

Children are welcomed into a warm child friendly environment where they make satisfactory progress in their learning and development, although, some areas are less well developed and not as effectively evaluated and planned for. Arrangements for safeguarding children are sound and staff provide a safe and welcoming environment, which supports children's welfare. Promoting the children's health and helping children make a positive contribution are key strengths of the club. Systems are being established to help meet the varying needs of children to develop an understanding of diversity. Strong partnerships with the local schools that the children attend contributes to ensuring that the needs of children are addressed. Partnership with parents and carers is satisfactory, although, systems to keep them fully updated are not sufficiently developed. The developing self evaluation system identifies most of the strengths

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The overall effectiveness of the early years provision

and areas for improvement of the early years provision.

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further?

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

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further?

 develop an effective system for monitoring and evaluating the early years provision in order to maintain continuous improvement  improve systems to ensure parents are kept fully informed about the settings policies and procedures and children's achievements and progress  provide increased opportunities for children to further develop their language, This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 reading and writing skills and provide practical experiences to help promote their problem solving, reasoning and numeracy, during play.

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the early years provision

There are clear written policies and procedures in place in relation to safeguarding children. Staff have a satisfactory understanding of the safeguarding policy and the procedure, to follow if they are concerned about the children's welfare and safety. There are effective procedures in place to ensure adults caring for children or having unsupervised access to them are suitable to do so. The staff team supervise the children well and written risk assessments are conducted to identify risks and prompt action taken to eliminate them. All the required records, policies and procedures are in place and regularly updated. There are appropriate systems in place to promote equality and diversity and help children learn about difference.

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the early years provision

Staff have a developing knowledge of the Practice Guidance for the Early Years Foundation Stage and are beginning to use it to support the children's learning and development. Staff develop close relationships with the children and spend most of their time interacting with them and observing their interactions, they know what children like and enjoy and provide well for their interests. However, staff do not always sufficiently plan enough enjoyable play experiences, which promotes the children's literacy and problem solving, reasoning and numercay skills.

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the early years provision

The manager and staff are motivated to seek further improvement and are effective in focusing their efforts on priorities. They recognise the value of continuous quality improvement through self evaluation and informed discussion to help identify strengths and priorities for future improvement. However, systems to accurately monitor and evaluate progress are not fully established.

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the early years provision

Partnership with parents and carers is satisfactory. They receive sufficient information about the early years provision and there is a regular exchange of information. Systems to keep parents fully informed about the settings policies and procedures and the children's achievements and progress are not robust enough. Links with other schools that the children attend are strong which helps ensure children receive consistent care and education.

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and outcomes for children

Children's personal, social and emotional development is promoted well. All children develop close relationships which are warm and caring, which leads to the growth of their self assurance, sense of belonging and emotional health and wellbeing. Children are confident within their environment and enjoy the routine. They seek to do things for themselves and easily move from one activity to another, showing appropriate levels of involvement in their play. They are keen to try new activities and initiate ideas. Children have a developing awareness of their own needs, views and feelings and are sensitive to the needs, views and feeling of This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 others. This is because staff make the time to talk to them and explain carefully about how others may be feeling. Children have been involved in writing their rules for tea-time and are regularly consulted about their views and opinions on the

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and outcomes for children

club. This helps children take ownership and responsibility for their actions. Staff plan many opportunities for children to form good relationships with their peers and work as part of a group, taking turns, sharing and following agreed values and codes of behaviour.

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and outcomes for children

Children spontaneously talk to staff and involve them in their play and staff build on their communications skills well. However, opportunities for children to use a range of interesting and challenging books and story aids to further develop their language and reading skills are not always well incorporated. Children have few opportunities to use a range of writing materials to help further promote their interest and skills in writing, during play. Children's use of some board games, puzzles and construction toys to develop an understanding of problem solving, reasoning and numeracy but have fewer opportunities to seek patterns, make connections and explore concepts such as weight and capacity count, through more meaningful practical activities. They confidently use computers and enjoy playing their favourite games.

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and outcomes for children

Children's knowledge and understanding of the world is developing. Children engage in some meaningful experiences in which they encounter creatures, people, plants and objects in their natural environment. Children begin to learn about their own and other cultures and customs through celebrating a variety of festivals and tasting foods. Children communicate their ideas through freely using their imagination and using role play resources. For example, children thoroughly enjoy entering the world of fantasy play with their special fronds. They develop their creativity through a varied range of arts and crafts activities and through using musical instruments and dance to express themselves.

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and outcomes for children

Children benefit from a substantial tea time meal which incorporates healthy options such as meat, fish, jacket potatoes, pasta, fresh vegetables, salads and fruits. They are provided with regular drinks throughout the session. There are effective hygiene practices in place and children learn healthy habits such as good hygiene practices and the importance of healthy eating. They have daily opportunities to play outdoors or use the large hall to extend and practise their physical skills with a broad range of equipment and apparatus. Children are well behaved and develop appropriate habits due the praise and encouragement they receive. Children develop skills that contribute to their future economic wellbeing through developing effective skills of co-operation and negotiation and through showing an understanding of the wider world and developing skills in the use of information and communication technology.

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and outcomes for children

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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children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

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and managed?

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 3 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 3 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 2 The effectiveness of the setting’s engagement with parents and carers

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Stage

The quality of the provision in the Early Years Foundation Stage 3

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Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 3 The extent to which children adopt healthy lifestyles 2 The extent to which children make a positive contribution 2 The extent to which children develop skills for the future 3

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Stage

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

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