Children's Corner (Farsley)

Children's Corner (Farsley) On site of Springbank Junior School, Wesley Street, Farsley, Pudsey, West Yorkshire, LS28 5LE

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Inspection date

Previous inspection date 20/05/2013 04/05/2010

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early years provision

This inspection: 2 Previous inspection: 2 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

 The management monitor how the staff implement children's individual learning across the provision. This results in children receiving good support to help them progress towards the early learning goals.  Children develop positive relationships and attachments with the staff. This is because they spend time supporting them in their activities, talking to them consistently, and they praise them frequently during the day.  The staff support the children's mathematical skills effectively through daily activities and routines, indoors and outdoors.

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It is not yet outstanding because

 There are other ways to assist children in recognising words in English and in other home languages to further extend their early literacy skills.  The opportunities for children to learn about the local community are not developed to the optimum, to further develop their knowledge about the outside world and communities.

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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

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Information about this inspection

 scheduled more frequently where Ofsted identifies a need to do so, for example where provision was previously judged 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 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  scheduled 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 activities in the play areas inside and outside, and spoke to the children present.

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Inspection activities

 The inspector spoke to the staff about the learning intentions of several activities observed at the inspection.

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Inspection activities

 The inspector sampled a range of documents, including the learning records and the policies and procedures.

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Information about the setting

The Children's Corner (Farsley) is a privately run nursery, which also includes holiday and out of school provision. The nursery was registered in 2005, and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is situated on the site of Springbank Junior School in Pudsey, West Yorkshire. The nursery serves the wider community and local schools. It operates from four playrooms, and there are two enclosed areas available for outdoor play.

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Information about the setting

The nursery employs 15 members of childcare staff. Of these, two hold an appropriate early years qualification at level 5, six hold a level 3 qualification and three hold a level 2. One staff member holds Early Years Professional Status, and one staff member has a level 6 qualification.

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Information about the setting

The nursery opens Monday to Friday all year round for 51 weeks of the year. Sessions are from 7.30am until 6pm. Children attend for a variety of sessions. There are currently 119 children attending, of whom 96 are in the early years age range. The nursery provides funded early education for two-, three-, and four-year-old children. It supports a number of children who speak English as an additional language. The nursery receives support from the local authority.

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

 extend the opportunities for children to recognise words, by adding more low-level print throughout the environment so it can be easily referred to, including English and other script to reflect diverse home languages

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

 extend the opportunities for children to learn about different communities. For example, by visiting further places of interest, such as a church or a temple.

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who attend

The staff understand the children's individual learning needs effectively. This ensures all ability groups receive effective support to help them progress towards the early learning goals. Children are making good progress overall, according to their starting points and time spent at the nursery. The staff plan interesting experiences for the children often based on their interests. For example, babies that enjoy exploring creative materials are presented with challenges as staff introduce glue and different types of paper to explore. Staff extend the children's creativity and understanding about the world effectively for all age groups. For example, by bringing in natural materials, such as leaves, grass and feathers for them to investigate and use in their play. In addition, the children are learning about different communities. For example, they discuss different cultural objects brought in from home and what they are used for. However, there is scope to further assist their

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who attend

learning about the world and how people live.

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who attend

The staff help the children develop good mathematical skills overall. This is demonstrated effectively during routines as well as planned activities for all groups of children. For example, children independently select how many potatoes they want at lunch time. Staff help the children count them, and they introduce mathematical language to support children in understanding simple calculation, such as 'more' or 'less'. The observations of children are used effectively overall, to plan children's next steps in learning across the seven areas. The staff build on what children already know to ensure children move on to the next stage. Staff can clearly state where the children are at with their learning. All of this supports the children's readiness for school effectively.

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who attend

Staff support the children's early literacy skills effectively overall. For example, younger children enjoy listening to a story. The staff give good support to the activity by asking questions and listening to what the children have to say. They encourage them to join in and help the children point to the pictures and words. Staff regularly introduce mark- making activities. For example, the babies have fun using glue and glue spreaders to make their marks, and they enjoy making handprints with brightly coloured paints supported well by the staff. Older and more able children use foam on a large board outside. The staff effectively support this activity by encouraging the children to describe their marks and some children make good attempts at writing their name. This means there are good opportunities for children to be creative while enjoying themselves. Children who speak English as an additional language are supported well in making

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who attend

progress in their English skills. For example, through small group activities staff focus on supporting their individual communication needs. Key staff use some words in children's home languages where the language is different to English to support them. However, there is scope to further assist children in recognising differences in written language in order to help them to make further progress in their literacy skills.

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who attend

Parents are included very well in their children's learning through discussion and the sharing of the children's records of learning. This also includes the introduction of the progress check at age two. Parents contribute to summaries of their child's progress and staff give ideas to parents about how to support their child's learning at home. In addition, parents' evenings provide time to discuss their child's learning and development. This means that staff and parents work together effectively to help children make good progress.

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

Each child has a staff member allocated to them as their key person. This is to ensure that the staff can support the varying individual needs of the children and work alongside the parents to support them. Children in all age groups develop positive relationships and strong attachments with the staff. This is because staff talk to them consistently and plan effective activities for them based on their interests. Staff frequently praise children for achieving tasks. For example, as babies make good attempts at standing up or when children independently collect their meal at lunch time. This helps them feel secure and confident in the environment, and they respond by behaving positively and happily carry on with what they are doing. As a result, children's behaviour is good.

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

Children and babies demonstrate an interest in the environment indoors and outdoors, and they are motivated to learn. Staff have fun with the children while helping them explore. For example, they join in and they ensure that the children have times when they can freely explore. This supports their independence effectively. Children are developing a good understanding of the importance of living a healthy lifestyle. This is because the staff ensure that they can frequently enjoy a range of activities outdoors. For example, children climb, balance and learn to control sit and ride-on toys. Staff support children effectively by introducing different resources, such as play tents. This helps children exercise while developing their imagination and physical skills effectively.

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

Care routines are carried out well. For example, the staff follow effective nappy changing routines and they help children learn good self-care skills, such as cleaning their teeth after meals. The environment is clean and well maintained, and the provision inside and outdoors is effectively risk assessed. This ensures that the children can explore the environment safely. The staff talk to the children about safety, for example, they discuss why it is important not to run in a smaller space indoors. This helps the children understand how to keep themselves safe, and to consider other people's safety.

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

Transitions are managed effectively in the nursery. For example, staff prepare the children well in a variety of ways. They work with parents to help the children settle when they first attend. Staff organise visits to other rooms and they share books about nursery and school and they talk to them about the changes. They enable teachers from neighbouring schools to visit the provision to talk to children before they move. Staff ensure parents are aware of the process through discussion and the transitions policy. This enables all parties to support the children effectively at this time.

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provision

The provider and manager, take appropriate steps to maintain children's safety and well- being. For example, they review safety within the provision with their staff. Risk assessments are in place and any equipment that poses a risk or hazard is appropriately dealt with by, for example, removing the item. Staff carry out ongoing checks to ensure that the provision and resources are suitable and that small and large equipment used by children are in good condition and are age-appropriate; children are well-supervised when using equipment both indoors and outside. Staff demonstrate a good knowledge with regard to their role within the provision. For example, they know what to do if there are any concerns about a child, and they are deployed effectively across the provision to keep children safe and to support their learning. The safeguarding policy is clear in keeping staff and parents informed of the

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provision

importance of keeping children safe, and what to do if there are concerns. Employment procedures are robustly implemented to ensure staff are suitable to work with children. Effective induction and regular staff appraisals provide staff with ongoing support to work effectively with children. Staff keep up-to-date with training, such as changes to the learning and development requirements and first aid.

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provision

The management and staff make sure that the learning and development requirements are promoted effectively for children overall. For example, they monitor how the staff support the children's learning and development. This includes reviewing how different groups of children progress, and planning to ensure any gaps in their learning are filled to support children's progress.

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provision

Evaluation is good because the staff and management have regular meetings to voice their views on how to improve the provision. They implement their plans to improve and effectively support children. For example, by focussing on improving children's mathematical and literacy skills.

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provision

The staff and management team develop very good relationships with the parents, keeping them informed of daily happenings, and working alongside them to support the children's ongoing development effectively. They share the policies and procedures with them, to ensure that they understand how the provision operates, to support children. Parents views are voiced through many avenues. For example, through parent forums and through the use of questionnaires. The results of these questionnaires sampled demonstrate that the staff form very good relationships with the parents, working consistently with them to support the children's care needs and learning effectively. Parents spoken to at the inspection speak positively regarding how the provision helps their children progress and how their care is supported within the provision. Children also have a voice. For example, by making decisions about what they wish to do, and they are

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provision

effectively supported in carrying out the tasks chosen.

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provision

The staff form effective relationships with other provisions where children also attend, such as the local schools. For example, they share appropriate information to support children's care and learning effectively. The staff continue to work closely with other professionals, such as the local authority, and other agencies, through sharing appropriate information when necessary. This ensures that children receive good support to their all- round development.

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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 action. 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 EY313806 Local authority Leeds Inspection number 912982

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 70 Number of children on roll 119 Name of provider Children's Corner (Farsley) Ltd Date of previous inspection 04/05/2010 Telephone number 0113 257 7868

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Type of provision

set out in the guidance ‘Complaints procedure: 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, which are usually the childminder’s 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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