Howgill Family Centre

Howgill Family Centre Birks Road, Cleator Moor, WHITEHAVEN, Cumbria, CA25 5PT

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Inspection date

Previous inspection date 09/06/2014 01/03/2012

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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

 Relationships between key persons and children and their families are strong. As a result, children settle well and are effectively supported in their move to nursery and the next stage of their learning.  Children engage in a range of experiences in a well-resourced, welcoming and stimulating environment. As a result, children's emotional well-being and overall development are well supported.  Safeguarding procedures are effective. This ensures children's welfare is protected and children are kept safe from harm.  Children have good opportunities to make safe and independent choices. This ensures children are active and make good progress in their learning.

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It is not yet outstanding because

 There is scope to further enhance the procedures for the supervision of staff to promote the already good standard of the quality of teaching, so that children's progress is maximised to the optimum.

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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 indoor and outside learning environment.  The inspector conducted a joint observation with the manager.

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Inspection activities

 The inspector held meetings with the manager of the provision and spoke to staff throughout the inspection, when appropriate.  The inspector looked at children's assessment records and planning documentation.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of staff working with children, the provider's self-evaluation procedures and improvement plan.  The inspector took account of the views of parents and carers spoken to on the day.

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Information about the setting

Howgill Family Centre was registered in 2004 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is situated in purpose built premises in the Cleator Moor area of Cumbria, and is managed by trustees. The setting serves the local area and is accessible to all children. There is an enclosed area available for outdoor play. The setting employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 3 or at level 4. The setting opens Monday to Friday, during school term time. Sessions are from 9am until 12 noon. Children attend for a variety of sessions. There are currently 18 children attending who are in the early years age group. The setting provides funded early education for two-year-old children. It supports a number of children who speak English as an additional language.

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

 enhance the already high quality supervision of staff, for example, by introducing peer-on-peer observations, so that children's progress is maximised to the optimum.

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who attend

The quality of the teaching is good and children are supported in making good progress given their starting points. This is because spontaneous observations identify children's skills, and key persons plan for children's next steps in their learning and development effectively. An appropriate mix of continuous child-initiated and adult-led activities, both indoors and outside, enable children to develop their own ideas and interests. For example, children enjoy working together to water and care for plants in the garden. They discuss where to plant the flowers and how water helps them to grow. Key persons have a clear understanding of children's interests and next steps in their learning and this informs the planning of activities across all areas of learning. As a result, children are engaged and motivated to learn. There is an effective system to evidence, monitor and track children's progress through observations and assessments. Parents complete an 'All about Me' form,

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who attend

which provides useful information about the children. This is complemented by early assessments, which the key persons complete, in order to have a good understanding of what children know and can do. Flexible and effective settling-in procedures enable key persons to gather a range of information from parents, about the needs, abilities, interests, likes and dislikes of all children.

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who attend

Children are supported well in their communication skills as staff model effective use of language for thinking and questioning. For example, as children build a garage using bricks, staff ask 'Should we have straight or wiggly lines?' and 'Do you want it to go up or just along?' A language rich environment ensures children are provided with opportunities to further develop their communication skills. The development of key skills in the personal, social and emotional aspects of children's learning are further supported as children confidently make choices. Children are learning effectively as they freely help themselves to the stimulating and clearly labelled resources available to them. Children are very physically able and have a wide range of activities to develop these skills. For example, as they use the ride-on toys, both indoors and outside. Consequently, children are ready for their next stage in learning, when the time comes as they develop a range of

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who attend

skills to support their future learning. The continuous provision of high quality, stimulating resources and activities within the learning environment, both indoors and outside allows children to form positive relationships with their peers. For example, as they play in the home corner making a pasta dinner. As a result, children demonstrate the characteristics of effective learners.

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who attend

The setting recognises the importance of working in partnership with parents and this is a key strength. Parents are well informed about their children's learning through a variety of methods, such as effective daily verbal communications, notices and opportunities to share learning journal profiles. Parents are invited to share learning from home and this is included in their children's learning journal profile. The setting further supports learning at home, by providing resources for families to borrow, such as home learning bags. Comprehensive progress checks are shared with parents, when appropriate, and strategies are shared to ensure all children make at least good progress. Consequently, parents are fully involved in their children's learning and development.

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

Children receive a warm welcome as they enter the setting at the start of the day. The robust key-person system ensures positive relationships are developed with children, parents and extended families. Staff are fully aware of the importance of meeting children's individual needs, to make them feel safe, secure and confident to explore. The setting ensures every child is respected in accordance with their backgrounds and beliefs. For example, labels are displayed in English as well as the home language of children. The effective methods for sharing information with parents ensure that every child's needs are fully met. This has a positive impact on children's learning as they are ready to learn from the earliest opportunity. The daily routines and activities provide children with opportunities to play and learn together. For example, as they play with dinosaurs and make patterns in play dough. Children learn to share and take turn with sensitive and

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

appropriate support from key persons. As a result, children's personal, social and emotional skills are developing successfully. Staff are good role models to children, sitting at child level, frequently offering praise and calmly establishing expectations. Staff are consistent in their approach and 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 are learning to keep themselves safe and healthy through the daily routines and activities. For example, children learn about good hand washing technique before snack. A variety of snacks are offered including fresh fruit and ham wraps, with a choice of milk or water. Children are given opportunities to make choices and pour their own drinks. This ensures they develop skills to become confident and independent learners. Children benefit from regular opportunities to play outside. They engage in physical exercise as part of everyday activities. Consequently, children's health and well-being are suitably promoted.

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

The learning environment, both indoors and outside, is stimulating and well-resourced. All resources are stored at low level, allowing children to make choices and be actively involved in their learning. As a result, children are learning to be self-reliant. Children are well prepared for the next stage in their learning and development. This is because the setting offers effective support during the settling-in period and on to nursery, when the time comes. Parents speak highly of the support they receive from staff, especially when supporting their children's emotional well-being during periods of change. This ensures consistency of care is maintained and children's well-being is fully supported as they make adjustments during periods of change.

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provision

The manager demonstrates a very good understanding of her role and responsibilities in meeting the requirements of the Early Years Foundation Stage and in ensuring the setting is effectively organised. Rigorous security procedures ensure the safety of children is highly prioritised, throughout the day. The outdoor play area is securely enclosed, ensuring children are safe while playing outside. Risk assessments are thorough and reviewed regularly, consequently, children are cared for in a safe environment. The manager demonstrates good understanding of safe recruitment procedures, ensuring that children are always cared for by suitable adults. Staff have a good understanding of safeguarding procedures and a clear knowledge of how to report concerns appropriately. The safeguarding policy contains detailed procedures to follow in the event of an allegation being made against a member of staff. There are clear restrictions on the use of

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provision

mobile phones within the setting, which staff are aware of and adhere to.

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provision

The manager demonstrates a clear commitment to reflective self-evaluation. Recommendations from the previous inspection have been addressed. This demonstrates a good commitment to continuous improvement. A variety of methods are used to develop an action plan to identify areas for improvement. For example, reflecting on ways to further develop the already good outdoor learning environment to promote additional challenge for children. Systems are in place to monitor the effectiveness of the educational programmes through tracking children's progress. The manager arranges regular discussions with her staff to monitor the quality of teaching and learning. However, there is scope to further enhance the high quality supervision through the introduction of peer- on-peer observations, so that children's progress is maximised to the optimum. The manager recognises the importance of continuous professional development and relevant

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provision

training is shared with all staff. Regular evaluation of weekly planning, ensures activities are planned to meet the individual needs of children. This ensures children make good progress towards the early learning goals. The successful partnership between the setting and parents ensures that children's needs are quickly identified and are well met. Information is gathered regularly from parents to help inform the assessment systems, which effectively monitor children's progress from their starting points. Parents comment on the positive learning experiences their children have enjoyed at the setting. The effective partnership between the setting and local nursery schools ensures children are well prepared for moving on to school, when the time comes. The manager works closely with external professionals to ensure support for children's learning, development and well-being is effective. Facilities offered by the

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provision

setting, such as creche and toddler groups, mean that children become familiar with the setting from a young age, and parents and staff develop confidence working together, and with other professionals, to benefit the children.

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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 EY284918 Local authority Cumbria Inspection number 861198

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 42 Number of children on roll 18 Name of provider Howgill Family Centre Date of previous inspection 01/03/2012 Telephone number 01946 817900

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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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