Sunrise-Sunset

Sunrise-Sunset Club Inspection report for early years provision

p.1

Unique reference number EY330851 Inspection date 17/04/2012 Inspector Nicola Nolan

p.1

Setting address St. Bedes Catholic Primary School, Keepers Lane, Weaverham, Northwich, Cheshire, CW8 3BY Telephone number 01606 77927 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.

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

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.

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

Sunrise-Sunset Club has been registered since April 2006 under private ownership. The club is situated in St. Bedes Catholic Primary School in Weaverham. A maximum of 24 children may attend the out of school club at any one time. The club is open each weekday from 8am to 8.50am and 3.20pm to 6pm during term time only. All children have access to the school hall, the school grounds for outdoor play and associated facilities. There are currently 100 children from three to eight years on roll. The club supports children with special educational needs and/or disabilities and children who speak English as an additional language.

p.4

Description of the setting

The children who attend the club are pupils of St. Bedes Catholic Primary School. In addition to the supervisor/registered person, who have completed the National Vocational Qualification at Level 3 in play work qualification, three staff are employed, of these two hold Level 3 qualifications in early years.

p.4

The overall effectiveness of the early years provision

Overall the quality of the provision is satisfactory.

p.4

The overall effectiveness of the early years provision

A suitably qualified staff team create a homely and friendly environment where children are always active and enjoy their time at the club. Planning, observation and assessment mostly meets the needs of the children in progressing towards the early learning goals. Inclusion is adequately promoted as the club works closely with the school to meet individual children's needs. Children are adequately provided for and their emotional needs are mostly met. However, the children do not have access to a key person and this limits their well-being. The setting shows satisfactory capacity to improve.

p.4

further?

To meet the specific requirements of the EYFS, the registered person must:

p.4

further?

 ensure each child is assigned a key person (Organisation). 01/05/2012

p.4

further?

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

p.4

further?

 make systematic observations and assessments of each child's achievements, interests and learning styles and use these to plan for children's next steps.

p.4

the early years provision

Children are safeguarded as recruitment and vetting procedures ensure children are protected. Staff understand safeguarding procedures and undertake training. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 As a result, the promotion of children's welfare is good. Risk assessments, daily checks and regular fire evacuations maintain children's safety sufficiently. Children are also taught how to keep safe in the environment. They can easily choose from the resources that are available as they are well kept and organised adequately. Outdoor resources are ample and cater for the children's developing physical skills. Children enjoy supportive relationships with the staff that interact well in all the play and learning. However, a key person system is not in place to support children's well-being.

p.4

the early years provision

Children learn about differences through planned activities to celebrate different religious festivals, such as Diwali. The environment is set up to support learning in all areas and the resources include images that reflect differences positively. This ensures children are developing an awareness and respect for difference.

p.5

the early years provision

Children benefit from caring staff and this is identified as a strength of the setting. The vision of the setting is 'to have a homely family, welcoming place where parents are ensured that their children are looked after safely'. The setting is committed to continuous improvement and all previous recommendations have been addressed. For example, policies have been updated to include important information. Self-evaluation maintains continuous improvement and views of children are taken into account through questionnaires. New resources are also purchased regularly to improve the provision.

p.5

the early years provision

Children also benefit from the relationships the club has with parents and carers and the school delivering the Early Years Foundation Stage. For example, the manager of the club is also a teaching assistant in the school. This allows for continuity of learning, especially for the children attending with special educational needs and/or disabilities where activities are carried out in the club that have been set in school. Parents are given information about the setting when their child first attends and they have access to the policies and procedures. This ensures they are well informed about how the care of their children is organised.

p.5

and outcomes for children

Children's behaviour is good and reflects the role model provided by the staff as they follow a consistent approach where children readily follow the rules of the club. Children happily sit, listen and talk to the staff and each other at snack time. Their efforts are celebrated by praise which develops their self-esteem. These supportive relationships between children and staff help children to feel safe and secure. This ensures their self-esteem is nurtured and they are making a positive contribution.

p.5

and outcomes for children

Children follow appropriate hygiene practices, such as, washing their hands before eating snacks and staff encourage this as they arrive at the club. Snacks are healthy and include a variety of fresh fruit. Children participate in active and challenging play outdoors. For example, they play football and ride scooters. They are developing good physical skills through running and ball games because they have regular outdoor play opportunities. This means children have a healthy This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 lifestyle.

p.5

and outcomes for children

Children are provided with a sufficient range of activities and learning opportunities to help them achieve and enjoy. Children's learning and development are promoted by the club. They enjoy the structured, friendly atmosphere of the club where the staff are sensitive to their individual needs. They learn to role play creatively as they pretend to be queens and kings when they dress up in old curtains and role play in the shop outside. They learn to count money and develop their maths skills as they pay for items for sale. They use mark-making materials and talk to the staff about what they are making. They bring large hoops in from outside and take pride in demonstrating the skipping skills they have achieved. Children choose to play board games and sensibly take turns to roll the die. Computer games are freely available and staff support the younger children to operate these. The children smile and laugh as they enjoy the activities provided

p.6

and outcomes for children

by the club. This means the children are able to develop skills in all areas of learning and for the future because the resources are available and support this. Staff are beginning to observe play and identify children's interests to help support the planning of next steps in learning. However, this is inconsistent and therefore progress in learning is limited as it not always planned for. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.6

Annex A: record of inspection judgements

The key inspection judgements and what they mean

p.7

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.7

children in the Early Years Foundation Stage?

The capacity of the provision to maintain continuous improvement

p.7

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

p.7

Stage

The quality of the provision in the Early Years Foundation Stage 3

p.7

Stage

The extent to which children achieve and enjoy their learning 3 The extent to which children feel safe 2 The extent to which children adopt healthy lifestyles 3 The extent to which children make a positive contribution 3 The extent to which children develop skills for the future 3

p.7

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.7

Annex B: the Childcare Register

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

p.8

Annex B: the Childcare Register

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

p.8