Cygnets of Moore Before and After School Club

Cygnets of Moore Before and After School Club Inspection report for early years provision

p.1

Unique reference number EY432801 Inspection date 15/05/2012 Inspector Jacqueline Fryer

p.1

Setting address Moore Cp School, Lindfield Close, Moore, WARRINGTON, WA4 6UG Telephone number 01925740326 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

p.1

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

Cygnets of Moore Before and After School Club was registered in 2011 and is operated by a private provider. It is based in Moore County Primary School which is situated in the Moore area of Warrington. Children are cared for within the one playroom and have access to an enclosed area for outdoor play. The setting operates each weekday from 7.30am to 9am and 3pm to 6pm during term times, and a holiday scheme operates between 7.30am and 6pm. It is closed on Bank Holidays.

p.4

Description of the setting

The setting is registered on the Early Years Register and the compulsory and voluntary part of the Childcare Register to care for a maximum of 19 children under eight years at any one time, all of whom may be in the early years age range. The setting can also offer care to children aged over eight to 11 years.

p.4

Description of the setting

The setting currently employs two members of staff to work with the children, both of whom hold early years qualifications. It receives support from the local authority.

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

Most children are making good progress in their learning and development because the staff know them well and work closely with their parents and external agencies. This ensures that children's individual needs are sensitively met. Generally, children's safety and welfare is appropriately supported. Improvement process and systems are not yet in place, which hinders the capacity for the group to develop.

p.4

further?

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

p.4

further?

 maintain a daily record of the hours of children's attendance (Documentation) (also applies to both parts of the Childcare Register) 29/05/2012

p.4

further?

 maintain a record of the risk assessment, clearly stating when it was carried out, by whom, date of review and any action taken following a review or incident (Documentation). 29/05/2012

p.4

further?

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

p.4

further?

 recognise the value of continuous quality improvement processes and how this impacts on children's achievement. This inspection was carried out under sections 49 and 50 of the Childcare Act 2006

p.4

the early years provision

Children are appropriately safeguarded and protected in the setting because staff have a good knowledge of local safeguarding procedures. They have recently undertaken a safeguarding audit with local authority support and updated their safeguarding training. All staff are suitably vetted and personnel records contain staff qualifications. Risk assessments which cover all areas of the indoor and outdoor facilities are in place and they identify possible hazards. However, they are not signed or dated, which does not show if these are recent and is a breach in the welfare requirements. Children's health is generally protected because there are suitable records for accident and medication; however, children are not signed into the after school club as they arrive, which does not fully promote their safety.

p.5

the early years provision

Staff are knowledgeable about the Early Years Foundation Stage and use this well to support children in the early years age range. The environment is well organised. There is a good range of resources, including an interactive whiteboard and computer to help children learn about information and communication technology. Children choose what they would like to play with and can access some resources for themselves, such as books, art and craft activities and table- top games. This means that they thrive and make good progress in their development. However, staff have not yet started to develop self-evaluation processes, and therefore do not establish what they do well and what they need to improve. The setting has joined a toy library to hire additional resources to celebrate cultural diversity, and staff have started to log ideas and topics for discussion at team meetings.

p.5

the early years provision

Staff have good relationships with parents, who share important information about their child's starting points, likes and dislikes. This means that parents can become involved in their child's learning and each child is well supported in making progress towards the early learning goals. Parents are informed of the activities their child has taken part in through a notice on display that the staff update regularly. Effective relationships with other provisions and professionals involved with the children are firmly established and contribute well to supporting children's care and learning. Staff work in partnership with parents, teachers and external agencies to support children with special educational needs and/or disabilities, they use good resources and activities to help individual children progress.

p.5

and outcomes for children

Staff support children's learning well and have good interaction with them and they are welcomed into the setting as they arrive. Staff have a suitable knowledge of each child's starting points, which are identified with parents at the start of an arrangement. The quality of planning ensures every child has an enjoyable experience across all areas of learning. Each child has a development file that contains their starting points, assessments, observation and planning, and this This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 information is used well to plan activities that are tailored to the needs and abilities of individuals.

p.5

and outcomes for children

Children enjoy attending and are familiar and secure in the routines because staff remind them of the dangers and rules. They move freely and safely around the setting and are well aware of boundaries, for example, when playing in the outdoor play area. Children's good health is promoted effectively by staff and they readily wash their hands before snack because suitable hand washing routines are well established. They are starting to learn about making good choices in food because they are offered healthy options, such as fruit. Children get out in the fresh air on most days. They are developing good physical skills in walking, running and jumping because they make use of a variety of resources. For example, they use a range of bats, balls and hoops and play games, such as rounders. Children learn about their own and other cultures well; for example, those with varied backgrounds bring in resources to show how their culture

p.6

and outcomes for children

Children play in a large naturally lit room where they take part in planned, purposeful play and exploration. There is a suitable balance of adult-led and child- initiated activities that mostly fosters active learning, providing a range of play opportunities for children. Activities are set out to make the most of the large space available and allow for children to make choices and move freely between tables and play areas. Resources include electronic interactive games that support children very well to develop future skills, creative materials, table-top games, reading and quiet areas. This ensures that children's development needs and decisions about what to do are well met. Children also have easy access to the external playground where they take part in active play, competing with each other to fly the aeroplanes that they have made.

p.6

and outcomes for children

Children behave well in the setting because they are involved in making rules. They are encouraged to develop good habits and behaviour appropriate to good learners and they take ownership of their own behaviour. For example, a poster of a football pitch with all the children as players is used to help manage positive behaviour. Children receive relevant coloured cards, such as yellow or red, to indicate different levels of negative behaviour, which makes them think about their actions. Observant staff remind children of the boundaries and the rules of the setting, therefore any behaviour issues are well managed. 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 3 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

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 2 The extent to which children feel safe 3 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 2

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: Not Met (with actions)

p.8

Annex B: the Childcare Register

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

p.8

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.

p.8

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:

p.8

Annex B: the Childcare Register

 take action as specified in the early years section of the report (Records to be kept). 29/05/2012

p.8

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:

p.8

Annex B: the Childcare Register

 take action as specified in the early years section of the report (Records to be kept). 29/05/2012

p.8