Bradley Out of School Club

Bradley Out of School Club Bradley Community Centre, St Thomas Gardens, HUDDERSFIELD, West Yorkshire, HD2 1UZ

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Inspection date

Previous inspection date 28/11/2014 15/11/2011

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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

 Staff plan and provide a wide range of indoor activities that reflect children's likes and interests. This means children's motivation and enthusiasm for joining in activities is good.  Key persons build up strong bonds and good relationships with children and as a result, children are happy and they settle quickly into the club. Furthermore, staff provide clear boundaries and rules so that children know what they expect of them, which means children behave well.  Staff are committed to improve the provision for children, and they do this successfully through training, reflective practice and by completing quality assurance awards.  Staff safeguard children very well. They effectively risk assess the environment to ensure they remove hazards so that children play safely. They have a secure understanding of the procedures for dealing with child protection issues, including providing child-friendly information so that children can manage their own safety.

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It is not yet outstanding because

 Staff do not always utilise the outdoor area to its full potential during the winter months to provide challenging activities and reflect children's enjoyment of using the area.  Staff do not maximise partnerships with parents or the school. They do not always gather comprehensive information about children's learning and development needs, so that children achieve to the highest level.

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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 hall.

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Inspection activities

 The inspector spoke with committee representatives, the manager and other staff at appropriate times throughout the inspection.  The inspector looked at planning documentation.

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Inspection activities

 The inspector checked evidence of the suitability and qualifications of staff working with children and registered individuals associated with the organisation. She discussed the provider's self-evaluation and improvement plans.

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Inspection activities

 The inspector took account of the views of children, parents and carers spoken to on the day of inspection and from information provided in parental surveys.

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Information about the setting

Bradley Out of School Club was registered in 1998 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The club is situated in the community centre in Bradley, Huddersfield and is managed by a voluntary committee. The club collects children from St Thomas Primary School and is accessible to all children. The club operates from the hall within the community centre and there is an enclosed area available for outdoor play. The club employs four members of childcare staff and they all hold appropriate early years qualifications at level 3 or above. The club opens Monday to Friday, term time only, from 7.30am to 9am and from 3pm to 6pm.Children attend for a variety of sessions. There are currently 46 children attending, four of whom are in the early years age group.

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

 make better use of the outdoor area so that children continue to receive challenge and high levels of enjoyment during the winter months

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

 build on the already good relationships with parents and school, by ensuring the information shared successfully promotes a common approach to supporting children to achieve to the highest level.

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who attend

Staff have a secure understanding of how young children learn and they plan a wide range of activities across all areas of learning. Consequently, children have good opportunities to learn through fun play experiences. Children are eager to join in activities, such as drawing, making lists and playing games that involve them counting and recognising numbers on the dice. These activities effectively build on the skills children are developing in school, in regard to promoting their literacy and mathematical development. Staff have good relationships with children. Active involvement in their play and positive interactions means that they ensure children have the confidence to engage in conversations with others. For example, children are eager to share with the inspector what they like about the club, the activities they enjoy and how they feel safe.

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who attend

Effective organisation of resources provides good opportunities for children to make their own choices in play. Furthermore, planning of activities fully incorporates children's likes, interests and ideas. Consequently, children engage in activities they enjoy, which means they approach their play with enthusiasm. For example, children enjoy creating different models with the bricks, they use their imagination when playing with the trains and they eagerly join in art activities. These experiences provide good opportunities for children to express their own ideas and creativity. Children positively talk about differences, and through celebrating different cultural events and festivals they develop a good understanding of the beliefs and values of others living in their community.

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who attend

Staff have good relationships with parents. Key persons talk to parents on a regular basis about the activities children enjoy. They complete an 'All About Me' form, with parents, when children first start at the club. This provides good information about children's care needs, likes and interests, and this contributes to staff planning activities children enjoy. However, information sharing with parents and the school to promote a common and shared approach to supporting children is not always highly successful. This is because staff are not always gathering comprehensive information from the start about the support children may need, or about any help they are getting in school. Therefore, staff are not making the most from what others know about children to support them to achieve to highest level.

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

Staff have good relationships with children. Key persons work closely with them when they first start at the club. This ensures that they build strong bonds and relationships. Staff use settling-in visits to get to know children and use information from the All About Me forms to provide continuity in their care. As a result, children soon become familiar with their new surroundings, and this means they settle quickly. Staff have good relationships with the school, and because they have collected children for a number of years, they are familiar with their routines. This enables staff to discuss with children what to expect in their first year in school. This provides good emotional support for children as they embrace this next phase in their learning.

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

Staff deploy themselves effectively around the club and this contributes to them supervising and engaging in children's play. They have clear rotas to ensure they are fully aware of their roles, such as who is responsible for preparing meals. Consequently, the session runs smoothly, and this provides a calm and relaxing environment for children to play. Staff organise resources so that children can make safe and independent choices in their play. They make good use of risk assessments to ensure the premises and equipment are safe and suitable for use. Children have a good understanding of how they can keep themselves safe. They clearly explain the dangers they may encounter when walking back from school. In addition, older children enjoy doing basic first-aid courses, where they learn about dealing with injuries and how to prevent these.

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

Staff effectively support children to have positive relationships with others. For example, through team games, children learn to share and take turns so that they play cooperatively with their friends. Staff calmly intervene and explain to children why certain behaviour is unacceptable and they praise children's achievements. As a result, children behave well, they understand right and wrong and have high self-esteem. This builds on their skills and learning in school in regard to their personal, social and emotional development. Overall, staff successfully promote children's health and well-being. They provide a good range of healthy snacks and meals after the school day to meet children's needs. They make use of quality assurance schemes, such as healthy eating awards to ensure children learn about the importance of making good food choices. Furthermore, through everyday routines, such as hand washing, serving their own food and helping to

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

wash up, children adopt effective hygiene practices and develop good self-care skills. Staff make effective use of the indoor space so that children can be active after their school day. In addition, children have access to an outdoor area, where they can engage in a wide range of physical activities. However, the planning and use of the outdoor environment during the winter months, is not as effective as it is at other times of the year. Therefore, outdoor experiences in winter are not always challenging children or supporting their high levels of enjoyment in leading a healthy lifestyle.

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provision

Staff have a good understanding of their responsibilities in meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. They fully understand their role in safeguarding children, such as dealing with child protection concerns. All staff complete safeguarding training. This means they have a secure awareness of the potential signs of abuse and neglect, and the procedures for reporting concerns. Furthermore, children tell the inspector that they feel safe and that they would talk to staff if they were worried about anything. In addition, staff provide child-friendly information about organisations that can help children if they have concerns. These arrangements significantly contribute to safeguarding children. Staff maintain all required documentation, and implement effective policies and procedures to ensure they keep children safe. Recruitment and vetting arrangements ensure that staff are suitable to work with children. All staff

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provision

complete a detailed induction programme, which means they understand their role and responsibilities in implementing the club's policies and procedures. Furthermore, all staff sign a declaration about the importance of reporting changes, such as convictions, disqualifications or cautions. This enables management to monitor and assess staff's ongoing suitability.

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provision

All permanent staff hold a recognised early years qualification at level 3 or above, and they have extensive experience of working with young children. As a result, they understand their role in supporting children to learn through fun play experiences. Staff have regular supervision sessions, where they have good opportunities to discuss their performance, and this supports a well-established programme of professional development. Management and staff understand the importance of monitoring and evaluation to improve the provision for children. They welcome comments from parents and children. For example, following feedback from children, they extend resources to reflect what they like, and this improves children enjoyment of activities. In addition, the committee takes steps to respond to any concerns raised. Through their strong commitment to improve, staff have successfully addressed the recommendations from the

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provision

last inspection. For example, they now regularly update their policies and procedures to ensure all staff work consistently to promote children' safety and well-being.

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provision

Staff have good relationships with parents. Discussions with a selection of parents and children on the day of inspection, established that they are happy with the service. Parents say their children are safe and that staff work with them to promote consistency for children, for example, when managing children's behaviour. Children say they are happy, have fun at the club and make lots of new friends. A detailed policy file, discussions, notice boards and newsletters ensure that parents receive good information about the service and activities children experience. Staff understand the importance of working with external agencies if children need additional support or help in their learning.

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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. We re-inspect nurseries and pre-schools judged as requires improvement within 12 months of the date of 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

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Grade Judgement Description

is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be monitored and inspected again within six months of the date of this inspection. Met There were no children present at the time of the inspection. The inspection judgement is that the provider continues to meet the requirements for registration. Not met There were no children present at the time of the inspection. 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 311468 Local authority Kirklees Inspection number 864997

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 32 Number of children on roll 46 Name of provider Bradley Out of School Club Committee Date of previous inspection 15/11/2011 Telephone number 01484 223188

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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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