Woodbank Oscars

Woodbank Oscars Woodbank Primary School, Brandlesholme Road, Bury, Lancs, BL8 1AX

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Inspection date

Previous inspection date 21/02/2013 22/09/2011

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early years provision

This inspection: 2 Previous inspection: 3 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 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children feel safe and secure and enjoy their time in a friendly, stimulating environment. The educational programmes provide interesting and challenging experiences to promote children's learning and development.  Staff demonstrate a secure understanding of the safeguarding and welfare requirements of the Early Years Foundation Stage. The consistent implementation of detailed policies and procedures successfully promotes children's safety and well-being.  Partnerships with the school are strong and make a significant contribution to meeting children's individual needs. The consistent flow of two-way information sharing effectively complements and consolidates children's learning and development and ensures continuity of care.  Children form very positive relationships with adults and their peers. They are praised and encouraged and respond positively to guidance from staff.

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It is not yet outstanding because

 Systems for performance management are not yet based on sharply focused evaluations of staff's practice to target an effective programme of professional development that will consistently improve their already good knowledge and skills.  Self-evaluation is not yet rigorous enough to demonstrate how it will improve and sustain the highest levels of achievement for all children over a sustained period of time.

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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 observed children's activities in the portacabin and the outdoor environment.

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Inspection activities

 The inspector held discussions with the manager and deputy manager at appropriate times throughout the inspection.

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Inspection activities

 The inspector looked at various documents, including policies and procedures, children's records and evidence of the suitability of staff.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day of the inspection.

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Information about the setting

Woodbank Oscars is run by a management committee and has been registered since 2003. It operates from a detached building situated in the grounds of Woodbank Primary School in Brandlesholme, Bury. Children have access to a computer room, hall and associated facilities in the school. There is an enclosed outdoor area available for outdoor play. The setting is registered by Ofsted on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register.

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Information about the setting

There are currently 52 children on roll, of these, nine are within the early years age group. The setting also cares for children aged five to 11 years. It supports a number of children with special needs and/or disabilities. The setting is open Monday to Friday from 7.30am to 8.45am and from 3.30pm to 5.45pm, during term time only. There are seven members of staff employed to work directly with the children. Of these, four hold an early years qualification at level 3 and one has attained Qualified Teacher Status.

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

 build on existing arrangements for monitoring staff performance, for example, by developing a system for supervisions and appraisals to clearly identify training needs in order to further enhance their already good practice

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

 strengthen and embed the arrangements for self-evaluation in order to continue to pursue excellence and use it improve and maintain high levels of achievement for all children over a sustained period of time.

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who attend

Staff have a secure knowledge of the seven areas of learning and work closely with teachers in school to complement children's learning and progress. They provide a good range of activities that capture children's interests and support their physical and communication and language skills and personal, social and emotional development well. Staff observe what children like to do and respond to their needs by planning the resources, environment and activities to reflect their interests. The environment is stimulating, exciting and well-organised into areas of continuous provision which enables children to make independent choices about what they want to do. As a result, children are engaged in planned, purposeful play that keeps them interested and motivated to learn. For example, staff change the role play area in to a castle and provide a wide range of exciting resources that successfully promotes their fascination of princesses and

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who attend

knights. Children with special needs and/or disabilities are well supported by knowledgeable staff, who promote their learning and development through detailed individual care plans. Consequently, children achieve well and make good progress in their chosen play.

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who attend

Children develop their physical skills as they move freely around the indoor and outdoor environment. They construct with interlocking shapes and blocks with increasing control. Children show friendly behaviour, play cooperatively in a group and form close relationships with familiar adults and peers. Older children are sensitive and caring towards younger children and engage them in their games and activities to help them feel secure. Staff listen to children and skilfully question them during their activities to improve their learning. They ask open questions to challenge children's thinking when they make models and engage in small world play. Children develop their communication and language skills further through opportunities to voice their opinions, chat together during snack time and interact with staff and each other as they play.

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who attend

Children discuss, explore and create shapes and use mathematical language to describe them. For example, they create patterns and models with the construction toys and use small tools and containers to learn about capacity. Staff engage children in a game outdoors where they throw bean bags and balls into a hoop. This provides children with opportunities to develop their knowledge and understanding of mathematical concepts, such as counting and addition and subtraction. Children develop their imagination as they make models from recyclable materials, such as boxes, cones and cardboard. They pretend play with materials and blankets and use models they make to extend their play. For example, children use the 'speed camera' they have made in the creative area to enhance their play outside.

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who attend

Staff provide children with a wealth of opportunities to develop their literacy skills. Children enjoy the atmosphere of the cosy, inviting book corner where they enjoy reading stories to each other, which fosters their enjoyment of books. Books are available in all areas of the continuous provision, for example, there are books about building in the construction area and books about diggers in the sand area. This helps children to link their ideas, add information to their first-hand experiences and consolidate their learning. There is a well-equipped writing area where children can draw, make marks and write for different purposes. Information displayed in the area about letters and sounds and how to write them help children to consolidate and build on what they are learning at school.

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who attend

Parents are fully informed about what children have been doing during the session through daily conversations. They have access to children's files and the setting shares resources with parents to help them support their children's learning at home. Information obtained from parents about children's likes, dislikes and interests help staff to plan effectively for their future learning and development.

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

Children are well settled and feel secure in their environment. The stimulating and well- resourced environment, both indoors and outdoors, supports children's physical and emotional well-being. It effectively provides them with a range of experiences that develop their independence, cooperation and self-confidence. Staff are sensitive to individual children's needs and respond accordingly. Children are secure with the routines and rhythms of the sessions and play confidently in their chosen activity. By linking closely with parents, staff know all about children's likes, dislikes and individual welfare needs. Staff support children during their settling-in time with one-to-one care and a nurturing approach. The effective and well-established key person system ensures that children are valued and included in all aspects of the group. This enables children to feel safe and form secure attachments with adults. On entry to the setting, younger children are paired with

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

an older child to act as their 'buddy' to support them with practical tasks and help them become familiar with the routines. This has a positive impact on helping children settle and further enhances the transition process from school to the setting.

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

Children enjoy a healthy, balanced diet and all dietary needs are respected and met. They benefit from healthy snacks and regular drinks to support their physical well-being. For example, children make healthy choices from fruit, vegetables and bread products and become independent as they pour their own drinks and make their own decisions about when they need a drink or a snack. Staff help children to learn to be independent and manage their own personal care needs.

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

Children develop their understanding of risk through activities that encourage them to explore their environment. Staff gently remind them to be careful when moving around their space so as not to hurt others. Children are secure as they respond to positive praise and encouragement from adults. Staff encourage self-discipline and discuss inappropriate behaviour at children's individual level of understanding. They are good role models, are deployed well and provide clear guidance for children about what is acceptable behaviour. Consequently, children's behaviour is consistently good.

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provision

The manager and all staff are enthusiastic, dedicated and fully committed to caring for children and strive to provide a good quality service to meet the needs of children and their families. The action and recommendations from the last inspection have been addressed. For example, the safeguarding policy is now in line with the Local Safeguarding Children Board and planning is individualised to meet the interests and needs of the children. Staff have high aspirations for the quality of the provision to ensure that all children achieve their full potential. They are fully aware of their strengths and weaknesses and prioritise areas for improvement on a well-documented, termly action plan. For example, the manager and staff recognised that children spend much of their time outside and therefore targeted this area as a priority for improvement. As a result of consultations with children, the outdoor area now provides children with opportunities to

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provision

develop and progress in all areas of learning. For example, they develop their imaginative skills as they dress up and play with dolls and improve their physical skills as they ride bicycles and scooters that challenge their level of development. Children, parents and all staff are fully involved in the self-evaluation process through written questionnaires and discussions and ideas, and suggestions are listened to and acted upon. For example, the setting's opening times have been changed to meet the needs of working parents and the breakfast menu is soon to be adapted to include cheese on toast, following a suggestion made by the children. However, there is scope to strengthen the process of self-evaluation to pursue excellence in all the setting's activities to improve and maintain high levels of achievement for all children over a long period of time.

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provision

The manager has a good overview of the curriculum through careful monitoring the environment, resources and activities which ensures that children experience a broad range of experiences to help them progress towards the early learning goals. She monitors the performance of staff by observing their practice and through informal one-to-one discussions. Staff have access to professional development training provided by the local authority or organised by the school. However, there is scope to improve the staff performance monitoring system to focus on the impact of staff's practice, in order to provide a more methodical approach to their professional development. Staff place a strong emphasis on their responsibilities to keep children safe and protected. The arrangements for safeguarding children are well embedded and they have a clear understanding of what to do and who to contact in the event of a cause for concern. The

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provision

manager and deputy manager have completed the level 2 safeguarding person training to improve their knowledge and skills in this area.

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provision

Detailed organisational policies and procedures are implemented successfully and maintain children's safety and well-being. All health and safety systems are in place and most staff have completed first aid training to further enhance their skills and knowledge. Children are well supervised by staff, who are deployed effectively. Employment procedures are robust and comprehensive induction ensures that staff are clear about their roles and responsibilities. The maintenance of the premises, security arrangements and detailed, thorough risk assessment procedures ensure that children can play and learn in a safe environment.

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provision

Children's needs are effectively identified through strong partnerships with parents and school staff, as well as other professionals and the setting's involvement with the Out of School Club Alliance. Parents are invited to make suggestions about the practices and the organisation of the sessions. Information is gathered from parents at the start of the placement and this is used by the staff team to plan for children's activities. Parents have access to effective organisational policies and procedures and know what to do in the event of any complaints. They comment positively about the setting and are highly complimentary about the service they receive. For example, they state that staff are 'friendly, caring and attentive', that they 'trust the staff and know that children are safe' and that children are 'happy and enjoy their time in the setting'. There are very strong links with the teaching staff in school to share practice and information about children's

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provision

learning needs. For example, children who need help with phonics or mathematical skills are supported in the setting to improve and develop their skills in a fun, exciting way. As a result, children benefit from continuity of care and education.

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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 EY250635 Local authority Bury Inspection number 819725

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 24 Number of children on roll 52 Name of provider Woodbank Oscars Date of previous inspection 22/09/2011 Telephone number 01617611253(school)0161 764 5107(Oscars)

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Type of provision

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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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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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