Tongham Daycare Ltd

Tongham Daycare Ltd Inspection report for early years provision

p.1

Unique reference number EY345109 Inspection date 21/02/2012 Inspector Susan McCourt

p.1

Setting address St. Pauls C of E First School, West Ring, The Cardinals, Tongham, FARNHAM, Surrey, GU10 1EF Telephone number 01252 400221 Email tonghamdaycare@StPauls-farnham.surrey.sch.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.

p.1

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.

p.2

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

p.2

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.

p.3

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).

p.3

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.

p.3

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

p.3

Description of the setting

Tongham Day Care Ltd is a non-profit making organisation that uses accommodation within the children's centre run by the Board of Governors of St Paul's Church of England First School. It registered in 2006 and also runs another setting locally. The children's centre provides clinics, courses and support groups for parents, carers and their families. The day care provision operates from purpose-built facilities connected to the school. The setting provides wraparound care, including a breakfast club, after school club, holiday club and pre-school. Children have access to their own secure outdoor area, as well as the school playing fields, playground and hall.

p.4

Description of the setting

The setting is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. A maximum of 36 children in the early years age range may attend at any one time. There are currently 109 children under eight years on roll, of these 70 are in the early years age group. The setting receives nursery education funding for children aged two, three and four years. Children attend for a variety of sessions or whole days. The staff support children with special educational needs and/or disabilities and those who speak English as an additional language. The setting opens during the school term from 8am until 6pm, with the main sessions running from 9am until 12 noon, and 12 noon until 3pm. The breakfast club is open to those children who attend St Paul's school. The after-school club is for children attending the pre-school and surrounding schools, and the number on roll varies. It opens each morning and afternoon during term

p.4

Description of the setting

time. Club staff pick up the children from local schools. The holiday club operates during school holidays.

p.4

Description of the setting

The setting employs 17 members of staff, 12 of whom work directly with children. Of these, seven are qualified to level 3 and above, the remainder are qualified to level 2. One has Early Years Professional Status.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is outstanding.

p.4

The overall effectiveness of the early years provision

The setting is highly effective at meeting children's needs. Leaders and managers work alongside staff in all areas to promote best practice and focus on children's care and learning. Overall, staff build good relationships with parents and have made excellent partnerships within the community. All staff focus their considerable skills on improving outcomes for children and rigorously monitor their work to track its effectiveness. This means that the setting has an outstanding capacity for continuous improvement.

p.4

further?

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 To further improve the high quality early years provision the registered person should consider:

p.5

further?

 enhancing the opportunities for parents to contribute to their child's learning journey, to improve consistency in the support to children's learning.

p.5

the early years provision

Safeguarding children's welfare is an extremely high priority in this setting. Recruitment and induction procedures are robust to check that staff are suitable to work with children. Policies and procedures are thorough and there are highly effective methods in place to support the staff's knowledge and understanding of their duties. As a result, all staff know that the child's welfare is paramount. Risk assessments are extensive and all staff have an excellent understanding of how to keep children safe. All documentation is very well organised, which underpins children's well-being. All staff maintain their first aid training, which means that they can respond immediately should the need arise. The leaders and managers of the setting set a very high standard and expect all children who attend to achieve well. In order to bring this about, they rigorously monitor children's progress and tackle any issues with creative and intelligent responses. Staff receive excellent

p.5

the early years provision

support to develop and refine their skills. This means that they can devise well- targeted activities to promote children's development, while keeping the emphasis on children having an enjoyable and fun learning experience. All staff are involved in the self-evaluation process and the targets they set are challenging. All their efforts are concentrated in bringing about improvement where it will have a maximum effect on outcomes for children. As a result, the setting maintains an extremely high standard.

p.5

the early years provision

All staff have an excellent awareness of the factors that can create achievement gaps in children's progress. They address these issues by creating a learning environment, which suits children's different learning styles, and rigorously monitor the impact on children's outcomes. In this way, active learners can make the same exceptional progress as quieter children and their progress is strong in all areas of the curriculum. Children with additional needs benefit greatly from the highly effective individual education plans. They are created in conjunction with parents and other professionals and reviewed frequently. Children make excellent demonstrable progress as a result. Partnerships are an outstanding feature of the setting. The exceptionally close links that exist between the day care, children's centre and schools create a cohesive and consistent framework to support families in the community. Staff also have excellent links with other agencies and

p.5

the early years provision

professionals, which means that children enjoy highly consistent care.

p.5

the early years provision

Parents are very appreciative of the care that their children receive. They have good links with their child's key worker and know how their child is progressing via the communication books and regularly held meetings. The staff are skilled at listening and responding to parent's views and make improvements based on parents' ideas. However, the staff are less effective at supporting parents to contribute consistently to their child's learning journeys. This may reduce some This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 opportunities for communication between parents and the child's key person. The use of resources is extremely conducive to children's learning and development. Children have exceptional opportunities to be independent, active learners as they can move freely around the setting and have an excellent choice of stimulating activities. The resources reflect a diverse society and help children develop respect

p.5

the early years provision

different cultures and backgrounds. Toys and equipment include an interesting variety of found and recycled objects such as shells, yogurt pots and cork tiles, which children can use in free play to create their own challenges. Staff are exceptionally well deployed to provide playful, supportive companionship. They are also skilled at engaging children in learning through highly effective adult-led activities, which fosters children's progress through the Early Years Foundation Stage.

p.6

and outcomes for children

Staff have created a learning environment that is very interesting, and children are curious and exploratory in their play as a result. Children can choose independently what to play with, as toys and equipment are stored in easy-to-reach drawers with helpful picture and word labels. Children helped to design the outdoor area and they relish playing outside with the wide variety of play equipment. Children create their own activities, such as making paths out of wooden blocks and balancing along them. Staff have an excellent understanding of the Early Years Foundation Stage and make extensive use of observations to track children's development. They update the children's learning journeys every two weeks to keep a close eye on children's next steps. Staff plan well-differentiated activities to target these next steps, which maximises children's learning. Staff have great respect for the fact that those children who attend before and after school need to play and rest at

p.6

and outcomes for children

their own pace. These children have the same free-flow opportunities and enjoy being independent in choosing their activities.

p.6

and outcomes for children

Children have exceptional opportunities to feel safe and secure in this setting. Key workers work in pairs with a group of children and enjoy daily activities together, which creates a family atmosphere. The pairing of key people means that every day children always have someone special present who understands and knows them well. Children are very secure as a result. Children behave safely and take care of their friends as they help each other carry things or hold a hand when balancing. Children thrive on the healthy lifestyle promoted by the setting. Children eat an excellent range of fruit and healthy snacks, which they can help prepare. Children can also have hot lunches provided via the school. Children have an excellent awareness of hygiene routines and follow them without prompting, as the practice is so strongly embedded by staff. Children relish the frequent opportunities to play in the fresh air, and enjoy the variety of physical play

p.6

and outcomes for children

activities, which support their growth and development.

p.6

and outcomes for children

Children are engaged and absorbed in high quality activities throughout their time in the setting. The play spaces include dedicated areas for construction, messy play, role play and cosy book areas. Children can choose what to do and develop This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 their play over lengthy periods or return to familiar games throughout the day. This gives them the chance to play and learn at their own pace. Children are very interested in books and stories as staff make them so engaging for the children with puppets and toys that bring stories to life. Children enjoy early writing activities, which are incorporated into outdoor and messy activities as much as possible. This skilfully engages reluctant writers. They recognise their names and significant letters as they see lots of print in the environment and find their names at snack and register times. Children enjoy creating their own narratives in role

p.6

and outcomes for children

play and talk continually as they play. They are confident and increase their vocabulary daily, as staff provide excellent role models. Children learn to count in their normal play as well as in specific activities. Staff encourage children to think about mathematical concepts of more and less, and relate this to adding and taking away. Their open questions help children to consider how to solve problems or work things out in their own way, which increases children's resourcefulness. Children have a wide variety of technological toys and are skilled at using them. They are persistent in learning new skills and are happy to ask for help when they need it. Children are well behaved and learn to express how they feel because staff are good listeners and recognise any frustration. Children learn to be cooperative, to take turns and share. Overall, they develop excellent skills for the future. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.7

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.8

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

p.8

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.8

Early Years Foundation Stage

The effectiveness of leadership and management in embedding ambition and driving improvement The effectiveness with which the setting deploys resources 1 The effectiveness with which the setting promotes equality and diversity The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement The effectiveness of partnerships 1 The effectiveness of the setting’s engagement with parents and carers

p.8

Stage

The quality of the provision in the Early Years Foundation Stage 1

p.8

Stage

The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1

p.8

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

p.8

Annex B: the Childcare Register

The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met

p.9

Annex B: the Childcare Register

The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met

p.9