St Michaels After School Club

St Michaels After School Club Inspection report for early years provision

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Unique reference number 317452 Inspection date 17/11/2011 Inspector Cathryn Parry

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Setting address St Michaels C of E Primary School, Carlisle Road, Dalston, Carlisle, Cumbria, CA5 7LN Telephone number 01228 607805 Email Type of setting Childcare - Non-Domestic 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 assesses 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.

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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

St Michaels After School Club is run by a management committee. It was registered in 2000 and operates from rooms within St Michaels C of E Primary School. The setting is situated in the residential area of Dalston in Cumbria. Children access a secure enclosed outdoor play area. The setting is open Monday to Friday from 3.30pm to 5.30pm during term time.

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Description of the setting

The setting is registered to care for a maximum of 32 children aged from three years to under eight years at any one time. The setting also offers care to children aged eight years to 11 years. There are currently 40 children on roll, of whom 24 are under eight years. Of these, four are in the early years age range. The setting is registered by Ofsted on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The setting supports children with special educational needs and/or disabilities.

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Description of the setting

There are two permanent and five relief members of staff, including the manager, who work directly with the children. Of these, two hold a qualification at level 6 in primary education and have gained Qualified Teacher Status, one holds a qualification at level 3 in early years and three are qualified teaching assistants. The setting receives support from the local authority.

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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

The manager and her staff provide a welcoming and inclusive environment where all children are valued and respected. Children enjoy their time at the setting and are eager to participate in the variety of activities provided. All children make good progress towards the early learning goals and many areas of learning are well resourced. The manager liases with an early years professional from the local authority. This forms an integral part of the process to ensure continuous improvement is effectively maintained.

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further?

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

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further?

 develop further resources to nurture children's understanding that people have different needs, views cultures and beliefs.

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the early years provision

All staff demonstrate a secure understanding of their role and responsibility with regard to safeguarding children. There is a robust recruitment procedure This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 implemented, which ensures all adults who are employed are checked for their suitability. Consequently, children are well protected. Staff carry out thorough risk assessments regularly on all areas of the provision to reduce the chance of accidents occurring. The manager has attended several training courses to further enhance outcomes for children. The resources are well-organised and labelled effectively, which encourages children's independence.

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the early years provision

A clear equality and diversity policy outlines a good commitment to promoting inclusive practice. There is an effective partnership with parents and carers, who are informed verbally and with written diaries about the activities their children engage in. These relationships are particularly beneficial for children with special educational needs and/or disabilities. Individual children's need are effectively met, as the manager demonstrates a very good understanding of the benefits of working with other professionals. Effective links have been made with staff from the school that children attend in the day. This enables staff to complement and extend activities well.

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the early years provision

The manager is enthusiastic, motivated and committed to providing a good quality service to children and their families. Systems for self-evaluation are good. Areas highlighted for improvement are quickly acted upon in order to improve the learning and development opportunities provided. Feedback from parents, carers and the children is welcomed to enhance the process. The recommendation raised at the previous inspection has been positively addressed. This has a favourable impact on keeping children safe.

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and outcomes for children

Staff have a secure understanding of the Early Years Foundation Stage framework and implement it well. Activities are planned imaginatively to capture children's interest and encourage progress in each of the areas of learning. Good systems are in place to observe children to effectively inform future plans. The manager is the assigned key person for children in the early years age group. She easily discusses the good progress they are making towards the early learning goals.

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and outcomes for children

Children develop a sensitive awareness of the wider community. This is achieved through celebrating different festivals and positive discussion. However, there are few resources to further enhance children's understanding that people have different needs, views cultures and beliefs. They behave well and know what is expected of them through the consistent and realistic boundaries set by the staff. Children play and work well alongside their peers, successfully understanding the need to cooperate and resolve situations by themselves. Consequently, they are effectively developing their skills for the future. The flexible routine enables them to make independent decisions and choices, raising their self-confidence.

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and outcomes for children

Children demonstrate a good understanding of the natural world. This is effectively nurtured, for instance as they enjoy themed activities around the hedgerow and rain forest. Their communication skills are actively encouraged as staff take time to listen to children and value what they say. Children use counting and numbers well This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 in everyday play situations, for instance when playing a number matching game. This effectively promotes their problem solving reasoning and numeracy skills. Children are very imaginative. Examples of this are where they make monsters out of tubes and paint unique designs on ceramic tiles.

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and outcomes for children

Children demonstrate a strong sense of belonging and are learning to keep themselves safe. This includes discussing the dangers of fireworks and enjoying activities around emergency transport. Children develop a positive attitude to physical exercise due to the wide range of activities provided. These include playing tennis, crawling through the tunnel and balancing on stilts. The staff manage a good balance of meeting parental wishes, and encouraging healthy food options, such as fresh fruit, toast and raw vegetables. Children demonstrate a good understanding of health and hygiene practices. They wash their hands or use a sanitising gel before snack and after using the toilet. This is encouraged further through good role modelling by staff and consistent routines. 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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Early Years Foundation Stage

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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