Earby Springfield Nursery and Extended Childcare Services

Earby Springfield Nursery and Extended Childcare Services Inspection report for early years provision

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Unique reference number EY273971 Inspection date 19/04/2010 Inspector Anthony Anderson

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Setting address Earby Springfield Primary School, Bailey Street, Earby, Barnoldswick, Lancashire, BB18 6SJ Telephone number 01282 843598 Email head@springfield. lancsngfi.ac.uk 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

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

Earby Springfield Nursery and Extended Childcare Services was registered in 2007 having been previously registered as Earby Springfield Out of School Club. The organisation is managed by a local committee of parents and school staff. The setting is situated within Earby Springfield Primary School in Earby, Lancashire. It has use of a variety of rooms and an external play area, including the school fields. The setting is open Monday to Friday from 7.45am to 5.45pm during term time only. It is on the Early Years Register and both parts of the Childcare Register.

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Description of the setting

The setting is currently registered to cater for up to 20 children in the early years age group, and also offers care to older children up to 11 years who attend the out-of-school club. There are currently 86 children on roll, of whom 71 are under eight, and of whom, 55 are within the Early Years Foundation Stage. The setting has procedures in place to support children with special educational needs and/or disabilities and for those with English as an additional language. There are currently eight members of staff, all holding relevant early years qualifications. The manager has a level 3 early years qualification, a further six staff hold level 3 and one has level 2. The setting has links with Lancashire Sure Start and is currently undertaking a Step into Quality award scheme.

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The overall effectiveness of the early years provision

Overall the quality of the provision is good.

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The overall effectiveness of the early years provision

Care systems and procedures are good overall and help to support children’s welfare. Observations of young children at play are used well to monitor and evaluate their progress over time and to plan for their next steps in development. Partnership with parents and external agencies, including the host school, are good and help to enhance children’s learning. The management implement good overall systems to monitor the performance of the setting and their capacity for further improvement is good.

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further?

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

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further?

 further develop and extend methods of self-evaluation in order to ensure clear identification of the key strengths and areas for development  ensure that records of the regular fire and evacuation drills are maintained consistently.

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the early years provision

Recruitment and required vetting systems to support the safeguarding of children are fully in place and staff are appropriately qualified for their roles and This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 responsibilities. Welfare policies and procedures, such as, the appropriate care given to children in the case of occasional minor accidents, are good overall. However, there is some inconsistency in the record keeping of the regular fire and evacuation drills. Staff are well focused and provide a well planned and inclusive environment for all children. Equality of opportunity is very well promoted and helps to ensure that each child’s individual needs are met. Shared celebrations of world faiths and festivals, such as, a recent focus on Easter help children to learn about diversity in the wider world. Frequent observations of young children at play are used well to monitor their progress and to identify their next steps in

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the early years provision

development. For example, one next step entry identified that a child required more experience in cutting out shapes with a pair of scissors and this was provided.

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the early years provision

The setting’s relationship and communication with parents is good and the walls of the entrance hall to the setting are used very effectively to provide a wide range of helpful information. Parents are kept up-to-date with their child’s development through regular discussions with their child’s key person and a well-maintained individual development portfolio is also made available to parents. The setting’s relationship with external agencies such as Sure Start, and other providers of the Early Years Foundation Stage, like the school, is very good and is used effectively to further enhance young children’s development and progress. The setting’s systems of self-evaluation and assessment of its own strengths and areas for development are good overall but sometimes lack clarity of focus.

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and outcomes for children

Children are very happy in this bright and colourful setting. The warm and friendly environment is used well by dedicated and well-deployed staff to encourage and promote independence, such as, by self-registration and hanging up coats in the correct place. Freedom of choice is a key element of the open plan environment which is set out in a variety of zones linked to the early years areas of learning. A very well organised provision is evident through the club’s detailed yet flexible planning which is designed to provide a good range of opportunities for children to learn through play.

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and outcomes for children

Frequent access to healthy and nutritious food for all children is a key element of the provision and includes breakfast, lunch and afternoon snacks. Opportunities are taken by staff to explain the importance of a healthy diet and children demonstrate a growing awareness of the benefits of fresh fruit and vegetables. Staff encourage children to wash their hands before eating and after visiting the toilet, and many young children demonstrate a growing awareness of the importance of good hygiene practice.

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and outcomes for children

External play facilities are used well by children to enhance their physical skills and to develop different methods of active play. They are provided with a wide range of resources to support healthy exercise in addition to many other forms of play linked to the areas of learning. One member of staff was observed very carefully to help and encourage a young child, who was new to the setting, to propel and steer This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 a toy car. His response was a happy and smiling face as he quickly learned how to do it for himself, thus gaining in confidence and self-esteem.

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and outcomes for children

Children demonstrate positive attitudes and behaviour and this reflects the consistent encouragement and support provided by staff. All children are treated as unique individuals who are valued and respected in this inclusive setting. Examples of children’s learning through play are celebrated in their individual portfolios and around the setting’s walls. Staff make excellent use of praise to boost self-esteem and to promote independence. As a result of the dedication of the staff and the wide range of support they provide, children make good progress towards their learning of future skills. 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 2 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 2 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 2

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Stage

The extent to which children achieve and enjoy their learning 2 The extent to which children feel safe 2 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 2

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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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