Woodpeckers After School Club

Woodpeckers After School Club Inspection report for early years provision

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Unique reference number EY433946 Inspection date 20/02/2012 Inspector Jenny Read

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Setting address Woodchester Playgroup, Church Road, North Woodchester, STROUD, Gloucestershire, GL5 5PD Telephone number 01453 873004 Email bev.f@hotmail.co.uk 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

Woodpeckers After School Club registered in 2011 and is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. The club operates from an Elliott building, that is shared with Woodchester Playgroup. This is situated within the grounds of Woodchester Primary School in the rural village of North Woodchester, Gloucestershire. Areas used include the main room, kitchen and toilet facilities in the Elliott building; school hall, music room, special educational needs room and associated facilities within the school. Outside areas include the playgroup garden, school playground, playing field and trim trail areas. The club may care for a maximum of 24 children under eight years; of these, 24 may be in the early years age group and none may be under three years at any one time. There are currently 30 children on roll from four years to 11 years, of these, six children are in the early years age group. The

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Description of the setting

club is open Monday to Thursday between 3.15pm and 6pm, during school term times. The club employs two staff members, including the manager. The manager holds a Diploma in Nursery Nursing .

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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

Good outcomes for children ensure their health, safety and welfare are well met. They are creative, autonomous learners who enjoy stimulating activities and experiences indoors and out that enhance their interests and learning successfully. Strong emphasis is given to promoting equality and inclusion, enabling children to take an active part in their club. Partnerships with children's teachers and parents are established and satisfactory information is shared about the setting and their children's progress and learning. Safeguarding arrangements are robust, all the required records to support children's welfare are in place, and some parents provide additional emergency contact details. Systems to monitor the quality of the provision and ensure target setting is realistic and challenging are developing. The manager has an increasing understanding about the strengths and most weaknesses of the provision and communicates clear expectations to staff about

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further?

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

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further?

 develop the information parents receive about the setting and up-date emergency contact details  develop increasingly rigorous systems to analyse the effectiveness of the provision, using these to inform the setting's self-evaluation and to further raise aspirations for improvements This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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the early years provision

Children play in a safe, secure environment because arrangements for safeguarding their welfare are secure, carefully managed and understood by staff. The manager and staff members show good knowledge of child protection issues to identify any child at risk of harm. They know to liaise with appropriate child agencies with any welfare concerns to ensure prompt action is taken. Staff are vigilant and safety aware because risk assessments clearly identify all the potential hazards to children and the measures they take to keep the children safe and secure. The manager reviews safety issues daily in conjunction with the pre-school leader and works closely with the school to identify and address additional concerns and risks to children. The well-organised resources, effective use of indoor and outdoor spaces and deployment of staff readily promote outcomes for children. Children benefit from easy access to a broad range of indoor and outdoor

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the early years provision

toys that stimulate their interest. The manager takes effective steps to provide a wide range of natural materials for children to play with to ensure the environment and resources are sustainable.

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the early years provision

The staff team work well together to promote inclusion and children's welfare. They value children's ideas by encouraging them to take an active role in the planning of activities and actively encourage their involvement in daily routines. Children participate in a range of activities that raise their awareness about other cultures. Regular quality checks and self-assessment to monitor and evaluate the provision and outcomes for children are evolving. The committed manager aspires for quality through encouraging training opportunities for staff and occasionally monitoring the progress of children in the early years age group through informal observation. They are starting to review the responses from parent questionnaires to begin to identify strengths, weaknesses and key areas to help drive and secure further improvement. They are reviewing methods to include children's views and ideas in the self-evaluation process by starting to devise a separate questionnaire

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the early years provision

for them to complete. The manager communicates regularly with children's teachers. The information they share about children's progress and learning to support consistency is satisfactory. Friendly, positive relationships with parents help staff to meet children's needs. The basic welcome leaflet, occasional email communication and displays of the half-termly activity plans across the six areas of learning, provides parents with adequate information about the club. The well- written policies and procedures are in place and fully understood and implemented by staff. However, these are not accessible for parents as they are kept in the filing cabinet. Parents receive satisfactory information about their children's progress through some displays of their pictures and informal daily discussion on collection. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

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and outcomes for children

Children understand and adopt good hygiene routines and practices. They use the soap and paper towels when hand washing and some help to lay the table for meal times and clean up afterwards. Children learn about the importance and benefits of maintaining a healthy lifestyle. They make pictures of their bodies and talk about what they can do to keep themselves fit and healthy and join in activities that increase their knowledge of healthy and unhealthy food. Regular reminders and sensitive support from staff, children know the rules and police them effectively with their friends, encouraging them to help tidy away, wash their hands. The children are knowledgeable of the dangers to themselves and others. They identify and alert staff to any new dangers they see, such as a nail they reveal carving wood off the tree trunk with a stick.

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and outcomes for children

Children are happy and have fun in the club because they make decisions and take an active part in planning their own play. Children share their activity ideas each half term, by writing suggestions and posting them on the 'Ideas tree'. Staff weave these successfully into the planning across the six areas of learning, ensuring that the planning radiates from children's interests. They benefit from a good balance of child-initiated play and a wide range of stimulating, adult-led activities that encourage new skills and learning. As a result, they are highly independent, creative, autonomous learners who play very well with their friends. Their strong relationships enable them to develop their play in the forest school area co- operatively, ensuring each others ideas are listened to and given equal emphasis. The younger children actively participate in a game of football with the older children, them all cheering when a goal is scored. The older children help introduce

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and outcomes for children

new activities to the younger children, such as making animals with the large pine cones, providing sensitive support and encouragement.

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and outcomes for children

The children are innovative in their imagination. They spend long periods re- shaping the tree trunk using sticks, stating it is not a horse anymore but a pony named 'Beauty' because the trunk is getting smaller. They use wood chippings to feed the 'pony' and use the holes in other tree trunks as cauldrons to make potions. They eagerly explore the forest school area, pretending to be parrots and flying monkeys, using the space and natural environment creatively to extend their play further. They readily make independent choices about what they play with, such as selecting the veterinary surgery. They use the miniature animals and role- play area creatively to develop their small world play. They enjoy making stick sculptures, making models with clay, including tea lights during Diwali celebrations and designing and painting robots. The practise their writing skills by naming their robots and enjoy regular opportunities to make marks in their individual doodle

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and outcomes for children

books. Children show a good understanding of diversity engaging in activities, such as making Chinese lanterns, a dragon puppet on sticks and learning to say 'happy new year' in Chinese that help support this. 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 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 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: Not Met (with actions)

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Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Not Met (with actions)

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Annex B: the Childcare Register

The registered provider does not meet the requirements of the compulsory and or voluntary part/s of the Childcare Register.

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Annex B: the Childcare Register

To comply with the requirements of the compulsory part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 make copies of the written statements for safeguarding procedures and complaints procedures available to parents (Providing information to parents) 20/04/2012

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Annex B: the Childcare Register

To comply with the requirements of the voluntary part of the Childcare Register, the registered person must take the following action/s by the specified date:

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Annex B: the Childcare Register

 take action as specified in the compulsory part of the Childcare Register (Providing information to parents) 20/04/2012

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