Little Characters

Little Characters Inspection report for early years provision

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Unique reference number EY435957 Inspection date 10/04/2012 Inspector Justine Ellaway

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Setting address Brimington Methodist Church, Hall Road, Brimington, CHESTERFIELD, Derbyshire, S43 1GH Telephone number 07845 040533 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

Little Characters is an out of school and holiday club. It is privately owned and opened in 2012. It operates from Brimington Methodist Church, Chesterfield. The setting is open each weekday from 7am to 9am and 3pm to 6pm during term time and 7am to 6pm during school holidays, except for the first two weeks of the school summer holiday and the Christmas holiday. All children share access to an outdoor play area. The setting is registered on the Early Years Register and on both the compulsory and voluntary parts of the Childcare Register. A maximum of 30 children may attend the setting at any one time, of these 18 may be under the age of eight, of these 12 can be in the Early Years Foundation Stage. There are currently 36 children on roll, ten of whom are within the early years age range.

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Description of the setting

The setting supports children with special educational needs and/or disabilities and also supports children who speak English as an additional language. There are seven members of staff, four of whom hold appropriate early years qualifications to at least National Vocational Qualification Level 2.

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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

A strong focus on the inclusion of all children means that partnership working both with parents and carers and other agencies and settings is well established. Children make good progress towards the early learning goals as most systems are well established. Policies and procedures are effectively implemented to promote children's welfare. The setting is continually evaluating and reflecting on practice to identify areas for improvement.

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further?

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

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further?

 use assessment to plan the next steps in a child's developmental progress to ensure each child receives appropriate support.

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the early years provision

In the short time the setting has been operating, the staff team have successfully implemented the Early Years Foundation Stage. All of the required information is gathered and maintained. Children are safeguarded as the designated child protection officer has a sound understanding of her role and responsibilities. There are clear procedures to follow in the event of any concerns about a child. The procedures to establish the suitability of adults are thorough and are consistently followed when a member of staff is appointed. Ongoing training is identified based This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 on the individual needs of staff to develop their knowledge and skills. Risk assessments are written specifically for the setting and minimise risks and hazards.

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the early years provision

The manager has a strong passion and commitment to ensure the inclusion of all children and meet their needs. This vision is successfully shared with staff who work well together to benefit the children who attend. The manager is continually reflecting and evaluating the care offered. She involves staff and children and has recently undertaken a feedback exercise with parents. Any changes are made with the interests of the children in mind and how they will benefit. For example, the role play and quiet corner have been moved to ensure that children can play uninterrupted and develop particular skills. The areas for improvement are relevant and realistic and will build on the already good practice.

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the early years provision

Staff are very well deployed throughout the session. They are clear on their role and ensure that any tasks are undertaken quickly and without impacting on the care provided to children. They position themselves at different activities so that children are supported. One of the strengths of the setting is how toys, furniture and wall displays are organised to provide an environment that feels very homely and comfortable. A range of interesting and age appropriate toys and resources are laid out and displayed so that children can help themselves. This includes toys and resources that support children's understanding of the wider world. Books depict people of different race and reflect on people with disabilities.

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the early years provision

A useful information booklet is given to parents at the time of placement. They receive verbal feedback about their child's learning and development and can see their child's development folder at any time. Parents give very positive feedback about the setting and the quality of the care received. They give lengthy feedback and are clearly informed of what is happening in the setting. They comment on how pleased they are with the progress their child is making and one parent comments that 'the professionalism of the team is remarkable'. Relationships with other agencies involved with children and settings that children attend are well developed. The manager takes a proactive role in developing these and is clear of how this benefits children. She will take the lead on involving parents and carers and other agencies to agree new strategies, for example, managing challenging behaviour.

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and outcomes for children

Children clearly enjoy their time at the setting. They relate well to both adults and other children attending and children of all ages play well together. There is a very calm atmosphere, which enhances children's enjoyment. Staff are good role models and are effective at interacting during free play and adult-led activities. As a result, children's learning and development is well supported. For example, whilst making a model children are encouraged to count which develops their number skills. Activities are planned around children's interests and themes, as well as, their stage of development. Staff use effective methods to manage children's behaviour, which includes lots of praise and encouragement. They initially distract This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 children and offer them an incentive to behave well, for example, being given a responsibility at lunch time.

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and outcomes for children

Children choose what they want to do which promotes their independence. They are confident to move around the environment and even younger children are happy to select what they want to do next. Children have frequent opportunities to develop their creative skills, for example, in the role play area or through art and craft such as painting. They are free to decide what they do and having started painting a model, a child chooses instead to paint their hands and do prints.

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and outcomes for children

Children have daily opportunities to play outdoors. They develop their small muscle skills as they use equipment such as lego to make models or writing materials. They sort the recycling and take it to the local recycling bank. They develop their self-care skills, as they know the routine for hand washing before snack. When children are tired or want a rest they can sit in the quiet book corner and enjoy sitting and watching what other children are doing. Children develop their communication and language skills, as they chat to others during play. They are encouraged to learn letter sounds and when ready, to start to attempt to write recognisable letters. They enjoy stories and books and will self-select stories they have heard recently and recall some of the story.

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and outcomes for children

Children of all ages demonstrate a good understanding of their own safety and that of others. Staff are very effective at giving clear explanations of why something is unsafe and reminding children of the rules. Pictures are displayed to support this. Children listen carefully to instructions and rectify their actions immediately. For example, a child is carrying a pair of scissors to another table and is shown how to do this correctly and holds them properly before continuing. Children learn about a healthy lifestyle, as they enjoy a healthy snack. They help staff to prepare the fruit kebabs for snack and talk about fruit being good for you. Staff also talk to children about why exercise is good for us.

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and outcomes for children

The setting has recently implemented a system to observe children's progress and identify their next steps of learning. Useful information is recorded within the observations of what children can do. The manager can give relevant examples of what the setting is supporting children with. However, the system has not been fully developed to ensure consistency of information for each child and that the most relevant next steps of learning are prioritised. 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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