Marvel Pre-School

Marvel After School Club All Saints Church Hall, Monson Road, London, SE14 5EH

p.1

Inspection date

Previous inspection date 10/09/2013 15/10/2012

p.1

early years provision

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

p.1

This provision is good

 Staff promote the children's learning well across all areas. They take into account children's individual needs to promote their learning.  Children are keen and eager to share their views with others and staff promote this well, building on the children's confidence levels to speak out in small groups.  The management team monitors the after-school club effectively and encourages the staff team's professional development, which benefits the children.

p.1

It is not yet outstanding because

 Staff haven't fully gathered what the children are learning during the day at school to inform their own planning, due to weak partnership working.  Children are not fully supported to develop an understanding of technology through the resources that are available to them on a daily basis.

p.1

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

p.2

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.

p.2

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.

p.2

Inspection activities

 The inspector observed the children's play and staff interaction, in the main play room and large sports hall.  The inspector spoke with staff and the manager who is also the provider.

p.2

Inspection activities

 The inspector examined documents including a sample of children's records, development plans, staff suitability, policies and procedures and the self-evaluation.

p.2

Information about the setting

Marvel After School Club registered in 2004. It is registered on the Early Years Register and both the compulsory and voluntary parts of the Childcare Register. There are currently 12 children on roll and of these one child is in the early years age group.

p.3

Information about the setting

Marvel After School Club is located in All Saints Church Hall in the New Cross area, within the London borough of Lewisham. The club has use of a room and sports hall. It is open Monday to Friday from 3pm to 6pm during term times. Sometimes a holiday club operates in the Summer holidays.

p.3

Information about the setting

Children attend for a variety of sessions and are collected from local Primary schools. There are three staff working directly with the children. All staff have a National Vocational Qualification at level 2 or 3 in childcare, the provider also has an early years degree.

p.3

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

 strengthen partnerships with other agencies caring for children to enhance children's overall learning and development

p.3

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

 improve resources to enhance children's learning of information technology.

p.3

who attend

Children are happy and settled and have their individual needs met by caring staff. Children in the early years age range each have their own key worker that knows them well. They have built excellent relationships with their key children and are fully aware of their next steps of development. Staff work with the parents to settle new children into the setting and use the knowledge of their likes and dislikes to plan activities that they are interested in. This allows children to settle in well.

p.3

who attend

Planning incorporates children's individual next steps of development. This enables each child to progress at their own rate and they are all making good progress from their starting points. Staff complete observations and use this information to feed back to parents how the children are developing and progressing. All ages of children enjoy playing in the large sports hall and developing their physical development through playing ball games. Staff join in the games, which children find exciting. Older children nurture the younger ones and make sure they understand the rules of the game and that they don't get hurt when the older ones are all running around. This greatly supports the children's safety and their understanding of rules.

p.3

who attend

Staff find out from the parents and children what they have been doing at home and at school. This information is used to shape activities that promote their learning and development. Children enjoy learning about different cultures and festivals. They sit in groups and discuss what they have learnt at school and the topics they have covered. This allows others from different schools and year groups to learn from each other. All children enjoy sharing their news and all children respect each other by listening and asking questions. Although the staff support the children's learning and development well across the areas of development, currently children have less access to resources to promote their understanding of technology.

p.4

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

Staff have a good understanding of behaviour management and all are consistent in their approach with the children. Staff are highly skilled in supporting younger children and encouraging them in building up their confidence. Younger children have their self-esteem and confidence nurtured by the staff through the good use of praise and support. All children behave and work very well together. Children work with the staff to talk about their own views and thoughts on respect, and how not respecting others can affect their well being. This greatly supports children's understanding of being kind to one other.

p.4

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

Children learn about exercise and healthy lifestyles through informal discussion over snack times. Staff ask the children what they would like for snack out of a couple of choices, giving them independence and meeting their needs. Children work with the staff to serve their own snacks, enhancing their independence skills. Staff have worked together with the children in compiling new menus, which have healthier choices for them. This supports children's well being and health well.

p.4

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

Staff support the children well in learning how to keep themselves safe. They participate in regular fire drills that allow them to understand what to do in an event of an emergency. Staff also gently reminds the children how to move safely when they are in the rooms. Staff work well with the children to help them to settle in when they first start. They find out their likes and dislikes and use these to plan activities to meet their individual needs. Resources are set out for the children on arrival for them to start playing. During the sessions children regularly help themselves and change over resources they would like to play with. This supports children's individual choice and nurtures their independence skills.

p.4

provision

Staff have secure knowledge and understanding of safeguarding and child protection. The provider has a secure regard to the safeguarding and welfare requirements, as well as the learning and development requirements. When children are collected from school they wear high visibility vests so they can be seen walking along the road. This supports children's safety while on the school run. Staff are fully aware of who to report any concerns to and have a comprehensive knowledge of the settings' policies and procedures. This allows them to keep the children safe. Robust systems are in place for staff recruitment. Detailed staff checks take place so the provider can check the suitability of staff working with the children.

p.5

provision

The provider and the staff evaluate the education programme well. Each member of staff has regular appraisals to assess their training needs and professional development. Currently one member of staff has completed her level two and is looking at obtaining her level three and others have attended training for the changes to the Early Years Foundation Stage. This benefits the children as staff keep up-to-date on what activities they carry out with the children to enhance their learning and development.

p.5

provision

The settings self-evaluation process has clearly highlighted the settings key strengths and the areas they are currently working. The provider and the staff are proactive in meeting the actions set at the last inspection and improving outcomes for all children. Staff gather the children's views through meetings with them to ask for their views on what resources they would like and activities. This is then feedback to the provider to make the changes. This allows the setting to be responsive to its users. Partnerships with the teachers of the children are in their infancy. Although staff discuss with the teachers the children's behaviour and how they have been, currently they do not share the learning the children have been doing. As a result, it's not fully clear how staff support and enhance the children's learning they have achieved at school.

p.5

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

p.5

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.

p.6

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.

p.6

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.

p.7

Setting details

Unique reference number EY281220 Local authority Lewisham Inspection number 890160 Type of provision Out of school provision Registration category Childcare - Non-Domestic Age range of children 3 - 8 Total number of places 40 Number of children on roll 12 Name of provider Jumoke Folake Ogidan Date of previous inspection 15/10/2012 Telephone number 07830 364390

p.7

Setting details

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.

p.7

Type of provision

For the purposes of this inspection the following definitions apply:

p.7

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.

p.7

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.

p.7

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.

p.8

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,

p.8

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’.

p.9

Type of provision

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

p.9