Or-Kids

Or-Kids The Community Centre, 17 Rowan Avenue Mews, Netherton, HUDDERSFIELD, HD4 7WH

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Inspection date

Previous inspection date 16/10/2012 14/11/2011

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early years provision

This inspection: 3 Previous inspection: 4 How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 3 The effectiveness of the leadership and management of the early years provision 3

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This provision is satisfactory

 Appropriate key worker systems and positive relationships between practitioners and children results in children feeling safe, secure and happy. Children approach their play with enthusiasm and they are able to make independent choices in their play.  Implementation of most policies and procedures contribute to safeguarding and promoting children's welfare, health, safety and behaviour. Practitioners work well as a team and this contributes to the smooth operation of the setting.  Practitioners have positive relationships with parents and comments from parents are complimentary about the service provided.

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It is not yet good because

 Information gathered from parents and other settings where children spend most of their time is not robust so that practitioners can complement and plan for children's individual learning.  Self-evaluation processes are not sufficiently robust in regard to monitoring the effectiveness of the educational programmes, managing practitioner's performance and setting clear actions to overcome identified weaknesses.  Safeguarding policies and procedures do not include sufficient information regarding the use of mobile phones and cameras in the setting.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector arrived at the setting, she had a tour of the premises and observed activities in all indoor play areas.

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Inspection activities

 The inspector held a meeting with the manager and looked at children's assessment records, planning documentation, evidence of suitability of practitioners working within the setting and a range of other documentation.  The inspector took account of the views of parents and carers spoken to on the day.

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Information about the setting

Or-Kids was registered in 2007 on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It operates from rooms within Netherton Community Centre in the Netherton area of Huddersfield. The setting is managed by an individual owner. The setting serves the local area and is accessible to all children. There is a fully enclosed area available for outdoor play.

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Information about the setting

The setting employs four members of childcare staff. Of these, two hold appropriate early years qualifications at level 3. The setting opens Monday to Friday term time only. Sessions are from 7.45am until 8.45am and from 3.30pm until 6pm. Children attend for a variety of sessions. There are currently 42 children attending, of these three are within the early years age range. The setting supports children who speak English as an additional language and children with special educational needs and/or disabilities.

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must:

 ensure safeguarding policies and procedures cover the use of mobile phones and cameras in the setting  improve how children's individual learning needs are incorporated into the planning by seeking information from parents and other practitioners so that any activities planned complement children's learning in settings in which children spend more time.

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To further improve the quality of the early years provision the provider should:

 improve monitoring of practitioner's performance to support a programme of professional development, for example, through training, supervision or appraisals

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To further improve the quality of the early years provision the provider should:

 improve monitoring and evaluation so that processes are rigorous. For example, by developing systems for reviewing the educational programmes to ensure there is a good overview of the resources needed across all areas of learning and by devising clear action plans to overcome the weaknesses that have been identified.

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who attend

Practitioners have a sound understanding of the learning and development requirements. For example, they are aware of the areas of learning and they understand the principles of observation, assessment and planning. Through their observations they are aware of children's abilities and this supports them in planning appropriate activities to help them to make progress. For example, through planning group activities, such as decorating biscuits, practitioners support children in developing cooperative relationships with their peers. This is because children learn to wait their turn and understand that they need to share resources. This supports children personal, social and emotional development. However, although practitioners plan some activities and have discussions with other settings children attend, information sharing is not robust. This means practitioners are not gathering sufficient information regarding children's individual learning needs so that

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who attend

they can complement and plan for this in their setting. Overall, practitioners provide a varied range of activities for children and they recognise that some resources need replenishing, but they are still to evaluate in which areas. Children access resources independently and this means they approach their play with enthusiasm because they can make their own choices. For example, children initiate making friendship bracelets.

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who attend

Practitioners are actively involved in children's play and through positive interactions and appropriate questioning they support children's learning. For example, when decorating their biscuits they encourage children to write their own name and to talk about what they are doing. This appropriately promotes their commination, language and literacy development. Through activities, such as cutting string to correct lengths when making their friendship bracelets and talking about how the string needs to go under and over, children are developing their awareness of simple mathematical concepts. In addition, through posters and games children are encouraged to work with number, for example, counting how many spaces to move when playing games. Children enjoy taking part in physical activities. For example, they regularly visit the park on their way home from school and they have access to an outdoor play area. These activities provide appropriate

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who attend

opportunities for children to run, climb, kick balls and engage in sport activities. This promotes children's physical development and health. Children have some opportunities to use their imagination and to express their own ideas. For example, they design their own patterns on their biscuits and they engage in role play, such as dressing up and playing with the dolls. In addition, through their drawings, children express their own ideas. This supports children's development in expressive arts and design. Through posters, books, activities that celebrate different cultural events and short walks in the community, children's development in understanding of the world is appropriately fostered.

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who attend

Practitioners seek relevant information from parents when children start at the setting. For example, they seek information on children's likes and needs and they invite children to visit the setting before they start. This means children are able to build up relationships with practitioners and other children, which helps them to feel safe and settled. This, alongside a key person system contributes to sound relationships between the children and practitioners. Practitioners understand the importance of involving parents in their child's learning. Through their daily discussions parents are informed about their children's achievements and activities involved. However, information sharing around children's individual learning needs and what the setting needs to offer to support children's learning alongside other settings is not yet robust.

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The contribution of the early years provision to the well-being of children

Practitioners are friendly and they provide a welcoming environment for children. Through displaying children's work around the setting, they value children's contributions and provide them with a sense of belonging. Through an appropriate key person system, information sharing and settling-in visits, relationships between children and practitioners are positive. This means children are happy, feel safe and secure in the setting. Practitioners are positive role models for children and through consistent routines, gentle reminders about sharing, taking turns and being kind to others, children behave appropriately for their ages. Through routines, such as promoting a social mealtime and encouraging children to play together children are developing cooperative and respectful relationships with their peers. For example, during meals, children sit together and engage easily in conversations with their peers and listen to what they have to say. In addition,

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The contribution of the early years provision to the well-being of children

older children help the younger ones when making friendships bracelets.

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The contribution of the early years provision to the well-being of children

Practitioners provide a safe learning environment for children. This is because they carry out appropriate risk assessments, which means they put in place adequate precautions to minimise hazards. For example, the setting operates from a community building and practitioners monitor who gains access whilst operating, ensuring any adults are supervised at all times. Children are reminded of ways in which they can keep themselves safe. For example, when walking back from school they are aware of road safety issues and safe boundaries, such as knowing where to wait for practitioners so that are in sight at all times.

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The contribution of the early years provision to the well-being of children

Overall, practitioners implement a varied range of policies and procedures that contribute to promoting children's health. For example, their snack menu is varied and incorporates different food groups so that children learn about making healthy choices. Through walking to school, playing in the park and outdoor play, children have regular opportunities to access fresh air and to be active. This encourages them to lead a healthy lifestyle. Through regular routines, such as hand washing, practitioners are helping children to learn about the importance of good hygiene practices. For example, children instinctively know that they need to wash their hands and to wear an apron when decorating their biscuits.

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provision

On the whole, practitioners have a sound understanding of their responsibilities in promoting and safeguarding children's welfare. For example, they have a sufficient awareness of the signs of abuse and neglect and the procedures for reporting concerns. In addition, the manager accesses training so that she keeps up-to-date with child protection issues. The setting maintains a varied range of documentation and policies that contribute to keeping children safe, such as evidence of suitably checks on practitioners and risk assessments. However, the setting's safeguarding policy does not include information on the procedures for the use of mobile phones and cameras. This means not all safeguarding requirements are met and it is not assured that all staff are aware of these procedures, potentially impacts upon children's safety. Through appropriate deployment of practitioners and working as a team, children are supervised in their play,

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provision

adult to child ratios are met and daily tasks, such as preparing snacks runs smoothly.

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provision

Through some self-evaluation, practitioners are aware of areas that they can improve. For example, they recognise resources need replenishing, although they have not yet established rigorous systems for monitoring the educational programmes so that they have a good overview of the curriculum. Practitioners have appropriately addressed actions and recommendations from the last inspection. For example, through improved risk assessments and record keeping, children are cared for in a safe environment. In addition, by improving the approach to reflect practice, practitioners are now identifying areas for improvement. However, systems are not robust in regard to setting actions to overcome these identified weaknesses. There are some systems for managing practitioner's performance as a team, for example, through informal discussions and team meetings. However, performance management systems are not robust to support

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provision

individuals, for instance, looking at their training needs. Through questionnaires and discussions, practitioners encourage children and parents to share their views. This enables practitioners to implement their ideas when deciding on what to improve.

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provision

Relationship with parents are positive and through relevant information sharing, practitioners are aware of children's likes and needs. Practitioners regularly discuss with parents children's achievements and the activities they enjoy. This contributes to taking some steps to involve parents in their child's learning, although they share less information on what is needed to meet children's identified learning needs. Discussions with parents establish they are happy with the setting. They comment on how the setting fosters positive relationships between children of all ages and how this helps their children to feel safe in the setting and within the wider community, such as school. They express how practitioners recognise the need for children to have space and time to relax after their school day and that children learn through fun activities. In addition, they feel practitioners are friendly and approachable and that they are confident any concerns

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provision

would be taken on board and addressed. Practitioners understand the importance of working with other professionals and agencies involved in children's learning and care. For example, they are beginning to share some information with other settings children attend, although this is not robust to support the planning for children's individual needs. They recognise the necessity of working with other agencies if early intervention is needed to support children's learning.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and care, known as the Early Years Foundation Stage.

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Setting details

Unique reference number EY358773 Local authority Kirklees Inspection number 766936

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 3 - 8 Total number of places 24 Number of children on roll 42 Name of provider Jeannette Moore Date of previous inspection 14/11/2011 Telephone number 07835 733 984 set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. 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,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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