Kool for Kidz

Kool for Kidz Ryhill Junior & Infants School, Chapel Street, Ryhill, WAKEFIELD, West Yorkshire, WF4 2AD

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Inspection date

Previous inspection date 15/01/2014 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable 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 1 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 There is a homely atmosphere where staff are enthusiastic and passionate about childcare, which has a very positive impact on all staff's and children's enjoyment of their day.  Children behave extremely well and have an excellent connection with the staff and their peers.  Children have an enthusiasm for learning because staff plan purposeful activities that extend children's learning through first-hand experiences. As a result, they make good progress.  Children's needs are very well met through highly effective partnerships between the staff, parents and school.

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It is not yet outstanding because

 Children's independence skills and sense of responsibility are not promoted to their utmost at snack time.  Children have few opportunities to consistently explore real life experiences, such as cutting food or using a range of materials or tools within the provision.

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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 playroom and outdoors.

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Inspection activities

 The inspector spoke with the staff at regular intervals throughout the inspection and made observations of the children present.  The inspector looked at a sample of relevant documentation provided.  The inspector checked the qualifications and suitability of the staff.  The inspector spoke to the children during free play.  The inspector observed a focused activity of children making bird feeders.

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Information about the setting

Kool for Kidz was registered in 2013. It is an established setting that has re-registered due to a change in location. It is on the Early Years Register, the voluntary and compulsory part of the Childcare Register. It operates from the school hall in Ryhill Junior, Infant and Nursery School. The setting employs five permanent members of childcare staff, four of whom hold appropriate early years qualifications. The setting opens Monday to Friday term time only, from 3pm until 6pm. There are currently 28 children on roll, of whom four are in the early years age range. The setting collects children from the local schools.

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

 enhance opportunities for children to develop their independence skills, for example, by allowing children to pour their own drinks

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

 develop the wide range of challenging activities provided for the older children by giving them extra real life experiences, such as using knives when looking at fruit and vegetables or using wood and tools.

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who attend

The staff have an effective knowledge of the Early Years Foundation Stage and fully understand how children develop. They use effective teaching strategies to provide children with a wide range of exciting, motivating and challenging activities, which cover all of the seven areas of learning. As a result, children are making good progress towards the early learning goals and they are well prepared for later life. Children have individual learning files; these include some creative work, observations and assessments. These are all linked to the areas of learning and are used to identify the next steps in each child's development. The child's key person works closely with parents to support children's learning from the start. Ongoing discussion and sharing of children's learning files ensures that parents remain involved and are up to date about their child's progress. Parents are invited into the setting to talk to children about their occupations and life outside the

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who attend

setting. For example, a parent came in to the setting to speak to the children about their job as a police officer.

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who attend

The setting provides a good quality learning environment for children covering all areas of learning while complementing their school day well. All children can easily access resources and equipment as they are stored at low-level, which promotes their independence. Children are also aware of resources that are stored away and feel confident to ask for these resources if they want them. Children are praised when they do well and this helps to build their confidence and self-esteem. Children learn about society well; they use resources that reflect positive images of a wider world, such as dolls, books, play figures and dressing-up clothes. They take part in activities and learn about different festivals and celebrations, such as Christmas and Chinese New Year. This helps children with English as an additional language to feel settled and valued as their cultural celebrations are included. Children play outside where they learn to be physically active.

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who attend

The older children enjoy playing football on the playground giving each other roles, such as the 'goalie'. The outdoor area is in the school playground and children benefit from a free-flow system, which allows access to the different activities outside as children wish. Children also have access to the nature area where they can go on mini-beast hunts and feed the birds. The staff fully understand the importance of supporting young children to develop their skills in using technology. For example, younger children have fun playing with the small-world activities that have flaps, buttons and lights. Children giggle and smile with enjoyment to show how much fun they are having. Older children independently access computer tablets, compact disc players and torches.

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who attend

Children enjoy their time with the staff and participate in a wide range of interesting activities. The activities are planned in advance but there is plenty of flexibility to ensure children have free choice. All activities successfully reflect children's individual interests. For example, some children have an interest in dolls and dressing-up clothes, therefore, they are able to spend time in the role play area using these resources. The staff support children's learning with good quality interactions with children eagerly speaking about their day at school and their home experiences. Children enjoy exploring the tactile experience of making bird feeders using lard, dried fruit and seed using their hands. All children explore the mark-making table with interest as they give meaning to their creations; this supports their emerging writing skills.

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

Children have an excellent relationship with their key person in this warm homely setting. The key persons take time to get to know all the children extremely well. Children are comfortable within the setting and are fully at ease, which means the children's individual emotional needs are met very well. The staff work highly successfully in partnership with parents from the start, gathering information, including any specific needs and information about any allergies or cultural requirements. Daily routines are followed after talking to parents to ensure they are consistent with home routines, such as sleep times. There is an attractive and comfortable area for children to lay down and rest if they feel tired after their day at school. The staff plan exceptionally well to make sure children are happy and have plenty of attention to make them feel special. The relationship between the staff, the children and their parents is extremely effective in ensuring high quality care for all

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

children. Children feel secure and flourish in staff's care because they form secure emotional attachments. They smile and laugh freely and, as they get older, they begin to enjoy getting close to the staff to talk about their experiences openly. This gives children a strong base and the confidence and self-esteem to progress; this supports their transitions to school. As a result, children are inspired, enthusiastic learners who participate excitedly in games and activities. Children are more than confident in expressing their needs and play ideas, asking for specific games or toys and easily choosing from the ones they can reach. This shows children's increasing independence in making decisions about their own play and learning.

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

Children are very polite and handle their own behaviour extremely well because the golden rules for behaviour are fully embedded in routines. Sensitive reminders and positive reinforcement means children receive consistent messages, such as 'please don't run inside as you may fall'. Children build strong relationships with their friends. They work together well as they play together and learn the social skills, which they can use in school. Children are taught about being safe and what to do if they get lost if they are outside of the setting. Staff sensitively teach children about stranger danger. An excellent awareness of hygiene practices and healthy lifestyles is apparent at all times. Children enjoy nutritious, healthy snacks, such as fruit and vegetables. Snack time is very effective and works extremely well and children make choices and serve and make themselves their snack, such as wraps, vegetables or fruit. However, there is scope to give children a

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

greater sense of responsibility at snack time, such as by giving them the opportunity to pour their own drinks. Children enjoy fresh air and exercise daily. The setting works hard to ensure each child's individual needs are well-met.

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

Staff are highly skilled in encouraging children's inclusion and learning during play and daily routines. Staff talk about what they are doing so that children understand about risks. Children are skilfully challenged and are effectively encouraged to take risks. However, there are few opportunities for older children to explore real life experiences, for example, using real tools with the wood or using real foods and cutlery in the homecorner. Children comply fully with expectations and learn to keep themselves safe in an emergency through practising the fire escape plan. As children become more aware of safety, make friends and learn self-care skills, they gain essential skills and attitudes to support their future move to other settings. Children are extremely well- prepared for their future learning. The staff have developed extremely good links with the joined and local schools.

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provision

The setting is well organised and maintains all the required paperwork, such as children's information, accident records and a record of their attendance. All policies and procedures are shared with parents so they are aware of staff's responsibilities towards their children. All staff have a good knowledge of the safeguarding procedures to follow in the event of any concerns about a child in their care and who to report any concerns to. They carry out thorough risk assessments of the setting and take appropriate steps to keep children safe. Good recruitment and induction procedures, including a probationary period, ensure staff are safe and suitable to work with children.

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provision

The manager monitors the children's progress well and has a good awareness of their abilities and skills, and that children develop at their own rate. There is a well-thought out planning system to ensure that they cover each area of learning with adult-led activities or supported, child-led play. Leaders demonstrates a good understanding of monitoring and evaluating their service. For example, they value any support and advice provided by the local authority, briefing sessions and from training courses. Effective performance management systems are in place; staff mentor each other and work closely together, bouncing ideas off each other with commitment and enthusiasm. Supervision and appraisals are in place with training programmes for all staff, so children benefit from trained and motivated professionals.

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provision

Partnerships with parents are very well established, ensuring children's development is effectively enhanced, while meeting their needs and supporting smooth transitions to nursery or school. Parents can share information about their children with the staff and they discuss children's progress when dropping off and collecting their children. Staff have a clear understanding of their responsibility to work in partnership with other childcare providers and professionals to enhance learning opportunities. They have established very good links with local agencies and schools to support all children and ensure the continuity of care and learning for all.

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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 Requires improvement The provision is not giving children a good standard of early years education and/or there are minor breaches of the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected within twelve months of the date of this inspection. 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

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Grade Judgement Description

the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. 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 EY466648 Local authority Wakefield Inspection number 931450 Type of provision Out of school provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 20 Number of children on roll 28 Name of provider Andrea Jane Land Date of previous inspection not applicable Telephone number 01226722530

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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.

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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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