Barn Owls After School Club Ltd

Barn Owls After School Club Inspection report for early years provision

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Unique reference number EY301331 Inspection date 23/11/2011 Inspector Lisa Cupples

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Setting address Harrison CP School, Harrison Road, Fareham, Hampshire, PO16 7EQ Telephone number 07721 776109 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. You may copy all or parts of this document for non-commercial educational purposes, as long as

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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

Barn Owls After School Club first registered in 2006. It is one of two settings owned by the provider. Barn Owls operates from Harrison Primary School in Fareham, Hampshire. Children have the use of the school hall, the information technology suite, the adventure playground, the school field and a secure outdoor play area.

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Description of the setting

Barn Owls After School Club is registered to provide care for a maximum of 40 children aged under eight years at any one time. Of these, no children may be aged under four years. There are currently 46 children on roll. Of these, four children are in the early years age group. The setting is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The club is open each weekday from 3.00pm to 5.30pm during term-time only.

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Description of the setting

The setting employs three members of staff who work directly with the children. All of whom are qualified in play work.

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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

All children are happy and settled and they enjoy their time at the setting. They are making sound progress in their learning and development overall. Staff spend time getting to know the children and their families, enabling them to meet their individual needs. Policies are in place to support the children's welfare, however some procedures are not always fully developed and others are not being fully implemented. The evaluation of the setting is not sufficiently accurate and some identified areas for improvement are not fully addressed to consistently drive improvement for the benefit of the children.

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further?

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

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further?

 improve the health and safety procedures to ensure they are fully implemented to identify and deal with faulty equipment, with particular regard to the entry system for parents  continue to develop methods of working in partnership with other settings to support children's development and progress  expand the range of resources and equipment to ensure children have the opportunity to make progress in all six areas of learning equally, both inside and outside  develop systems of self-evaluation to accurately identify the setting's This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 strengths and priorities for development that will improve the quality of provision for all children

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the early years provision

Children are safeguarded during their time at the setting because the staff team have a clear understanding of child protection procedures and know how to implement them. The policies and procedures are reviewed regularly to ensure they are in line with current safeguarding regulations. All visitors are required to sign in and out of the visitor's book to ensure an accurate record of everyone coming into contact with the children is maintained. Recruitment and vetting procedures ensure all adults working with the children are suitable to do so. Full written risk assessments are completed to ensure a safe play and learning environment for the children overall. However, the health and safety procedures are not always implemented effectively to ensure faulty equipment, such as the entry system to the group, is replaced or repaired in a timely manner. This often prevents parents from collecting their children as soon as they arrive on site.

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the early years provision

The setting has made progress since the last inspection. For example, staff now manage children's behaviour effectively and consistently, promoting positive behaviour across the setting. Self-evaluation is carried out, although it does not accurately reflect practice in the setting. Consequently, identified areas for improvement are not always fully addressed to drive improvement to the quality of the provision for all children. Parents and children's views are sought through questionnaires and children are involved in making decisions within the group. They have a children's council to share their ideas and make suggestions to improve the setting, although the children's ideas have not been fully explored as part of the evaluation process.

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the early years provision

Children's individual needs are being met because staff get to know the children and their families. Children learn about the world around them through activities and events, such as, celebrating cultural festivals and using a range of multicultural resources. The staff are deployed effectively to ensure children are well supervised and supported during their time at the group. Resources across the setting are limited, both inside and outside, to fully promote the children's learning and development. For example, children do not have the opportunity to take part in small world activities to promote their imagination and story-telling skills, and they do not have dressing up clothes to fully extend their role play ideas. Outdoor activities are all physical, limiting the outdoor experiences and choices for those children who are tired after a long day at school. However, the staff team organise the equipment and resources they have well to ensure the children enjoy

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the early years provision

themselves and have fun during their time at the group.

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the early years provision

Parents are informed about their children's well-being and the activities they have participated in throughout the session at collection time. Parents have sound relationships with staff and they are able to discuss their children's needs and progress at any time. They have access to their children's records on request. Parents are kept up-to-date with any changes or forthcoming events through the This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 regular newsletters. Links with other providers of the Early Years Foundation Stage framework are in the process of being developed to support and compliment the children's learning and development.

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and outcomes for children

All staff have a clear understanding of the Early Years Foundation Stage framework. They spend time observing the children at play and using the information to identify their next steps. This information is then used to provide a range of activities to promote the children's learning overall and ensure they are engaged in purposeful activities. Children build positive relationships with the adults because the staff are attentive and interact well with the children. They show an interest in what the children are saying and spend time finding out about the children's views. Children have the opportunity to practise their physical skills and burn off excess energy after a long day at school. For example, children play football, enjoy other ball games and take part in skipping games outside. They enjoy using the adventure playground equipment, as they practise balancing and jumping. Children use everyday technology with ease. For example, older children

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and outcomes for children

use the games consoles with confidence, choosing games and controlling the remotes with confidence. Younger children are supported by the older children, as they begin to show consideration for others and help each other. Children are able to write their names and make waiting lists for activities, such as using the games console. They share and take turns with ease. Children are able to express themselves through role play and art and craft activities.

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and outcomes for children

Children are happy and settled at the group and feel safe because they know they are in secure surroundings. The interaction with the adults is good and children feel valued as their work is displayed around the setting. Children behave well and most are fully aware of the group rules. Some children are frequently reminded by staff to play carefully and think about the safety aspects of their games. For example, children kick the footballs very hard outside as they become engrossed in their games. Staff implement the clear rules and boundaries consistently, ensuring the children know what is expected of them. Staff are positive role models and lead by example, promoting the use of good manners, thanking the children for their help and recognising their efforts. Children receive appropriate praise and encouragement, promoting their self-esteem and confidence effectively.

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and outcomes for children

Children enjoy healthy and nutritious snacks, such as fresh fruit and vegetables and a form of carbohydrate as they learn about the importance of healthy eating. They talk openly about the types of food that are good for them. For example, they know that fizzy drinks are not good for their teeth, but apples are very good. Children wash their hands at appropriate times and talk about washing away the germs so they do not get poorly. Snack time is a very social event when children and staff sit together, talking about what they have been doing and what they would like to do after tea. Children participate in a wide range of physical activities, both inside and outside and talk about the importance of exercise to keep them This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 healthy. 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 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 3 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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