Ribby with Wrea After School Club

Ribby with Wrea After School Club Dubside, Wrea Green, Preston, Lancashire, PR4 2WQ

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Inspection date

Previous inspection date 11/12/2014 04/02/2010

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early years provision

This inspection: 2 Previous inspection: 3 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 have a good knowledge of how young children learn through their own interests. Staff successfully plan around these, which ensures children have enjoyable experiences.  Children are well safeguarded due to robust recruitment and vetting procedures and staffs' understanding of their roles and responsibilities for child protection.  Effective partnership with parents, and a well-established key-person system, helps children form warm and secure attachments, promoting their well-being and independence.  Strong links with the school support a shared approach to children's learning and ensure they receive consistent support.

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It is not yet outstanding because

 Occasionally, some staff miss opportunities to further extend children's communication and language development as they do not always ask effective questions during activities, or allow sufficient time for children to answer.  Staff do not maximise all opportunities to allow children to enhance their already good independence skills through routine activities, such as snack time. For example, by encouraging children to help to prepare their own food and fruit at snack time.

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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 the staff engaging in a range of indoor learning activities.

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Inspection activities

 The inspector looked at children's records, planning documentation and a selection of policies.  The inspector spoke to the manager, staff and children throughout the inspection.

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Inspection activities

 The inspector checked evidence of suitability and qualifications of staff working with children, and the provider's self-evaluation.

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Inspection activities

 The inspector took account of the views of parents spoken to on the day and from written feedback received by the club from parents.

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Information about the setting

Ribby with Wrea After School Club opened in 2003 and is on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. It is situated in Ribby and Wrea Primary School, in the village of Wrea Green, near Blackpool. It is run by a voluntary management committee. Children also have access to additional classrooms and to the grounds of the host school. The club employs four members of childcare staff. Of these, three hold appropriate early years qualifications at level 3 and one at level 2. The club is open Monday to Friday, from 3.30pm to 5.30pm, during term time. There are currently 42 children on roll. Of which, four are within the early years age group. The club is supported by the local authority and is a member of the Out of School Alliance.

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

 extend children's learning by making more use of effective questioning during activities, to help them share their thoughts and ideas in detail

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

 extend opportunities for children's sense of responsibility and independence to be consistently well promoted during snack time, for example, by encouraging children to help prepare their own food and fruit.

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who attend

Staff demonstrate, through their good teaching, that they have good knowledge and understanding of how children learn and progress. Children demonstrate they feel settled at the club, and become very confident because staff gather and use information effectively from parents, which is recorded in the All about me books. Staff find out about children's current stage of development and include pages for children to write and draw about their preferred activities. As a result, staff can use this information to provide resources that reflect children's interests as they begin attending the club. Staff organise the environment well, and the range of equipment and resources challenge and reinforce children's skills across the seven areas of learning and development. For example, the room is set up to provide a broad range of good quality resources that are readily available. Children select the resources on display and engage in interesting and

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who attend

challenging experiences as they readily invent games, create artwork or write their own stories. They have access to a very good range of electronic, hand-held devices and computers, which support their learning about technology.

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who attend

Staff support children's communication and language skills well. This is because they are genuinely interested in what children have to say. For example, they listen intently as children eagerly share their experiences and their stories about their interests or things they have done during the school day. This promotes children's early language skills and sustained thinking, and also makes them feel special. However, at times, practitioners do not ask enough open-ended questions and can be too eager to answer their own question, which does not leave enough time for children to consider and verbalise their own response. Children have access to a range of fiction and non-fiction books, which supports and enhances their emerging reading skills. Staff plan a range of activities to develop children's early math skills. They support children effectively as they reinforce numbers and counting skills which are being learned in school. For example, staff help children to

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who attend

count the dots as they play dominoes together. Friendships develop across the age range, for example, as older children help younger children make interesting decorations using small coloured beads.

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who attend

Daily communication ensures parents are kept fully informed about the organisation of the club and the planned activities. Planning is done flexibly to allow for emerging needs and ideas to be catered for. Children are highly involved in this process, participating in regular idea sharing sessions at circle time. As a result, children are well motivated to engage in activities. Staff observe young children and share information with the teaching staff from the school to ensure they can work together to meet the individual needs of each child. This provides continuity of care for children and builds on what they have learned. Staff have established very good partnerships with parents. Parents are fully involved as they provide important information about their child when they start at the club, and they are able to discuss their children's development at any time. Regular newsletters ensure that parents are informed of what is happening at the club and children regularly share the

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who attend

work they have been doing in school. Consequently, children have lots of fun engaging in activities that interest and stimulate them.

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

All the children attending the club are from the school where the club operates. Consequently, they are familiar with the building and are quickly at ease in their surroundings. Children are greeted warmly and staff use their knowledge of each child to engage them in meaningful conversations. Children demonstrate very clearly that they feel relaxed, happy and safe when at the club. They find their friends quickly and go off and play together as soon as they arrive. Staff engage children and show an interest in them, which promotes good attachments and relationships. This enables children to feel emotionally secure. There is an effective key-person system in place to ensure children's specific care needs are continually met. Staff ensure that the room is set out with an assortment of resources, which are readily available as children arrive at the club. This helps to create a welcoming and stimulating environment. Staff regularly rotate the toys

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

and resources and add to and change the selection of activities.

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

Children display a good knowledge of the club's routine, and independently pour themselves a drink whenever they want one. They are able to make choices about what they would like for snack from the food available, which is all balanced and nutritious to promote children's understanding of healthy eating. However, children are not always given the opportunity to further enhance their independence or self-help skills by helping to prepare their own snack. Children's health and well-being are promoted well. This is because staff are well informed about each child's care, health and dietary needs, and obtain clear agreements from parents regarding their children's health and safety. Staff promote children's understanding of effective hygiene procedures through reminders of the importance of cleaning their hands after going to the toilet and before eating.

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

The learning environment for children is safe, clean, welcoming and calm. Children behave very well. Clear boundaries are set and club rules are displayed, and children respond positively to guidance from the staff. Staff provide a positive role model for children and they ensure routines and boundaries are consistent, so that children know what is expected of them. Staff promote positive relationships among all children, and it is noticeable how older children are willing to learn and play with much younger children. Staff are deployed effectively throughout the club to ensure the safety of children, and also to observe where children are less involved in activities, encouraging them to participate. The children have a good understanding of ways in which they can keep themselves safe. Staff practise the evacuation procedure regularly with them to ensure they know what to do in the event of an emergency. Children's safety and well-being are

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

given high priority by the team. Staff carry out daily safety checks of both the indoor and outdoor environments to keep hazards to a minimum. All staff members have current paediatric first-aid certificates, which enable them to deal with minor injuries or emergencies appropriately. Consequently, children's safety and well-being are supported.

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provision

Children are safeguarded well. This is because the manager has a good understanding of the safeguarding and welfare requirements. All staff have attended safeguarding training and have an understanding of their role in protecting children from harm. They are aware of what to do should they have a concern about children's welfare because safeguarding procedures are clear. Comprehensive policies and procedures are in place, which the staff fully understand and promote through good working practices. Robust recruitment, vetting and staff development procedures ensure children are looked after by adults who are suitable and have the required knowledge and expertise. Effective induction procedures help new staff to fully understand their roles and responsibilities. Staff supervise children at all times and clear records show children's attendance. Routines for arrival and departure of children into the club are good and a record of all visitors is maintained.

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provision

Children are not left unattended with adults who have not undergone appropriate checks. Clear routines are in place to ensure that all staff hold appropriate childcare qualifications and suitability checks are completed.

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provision

The manager understands how the club can support and complement the learning and development requirements of the Early Years Foundation Stage. Children in the early years age group receive good support regarding their learning at school. Staff members discuss the children's progress and class themes with reception teachers regularly. This means club activities can be planned, helping to extend and complement children's skills in different areas. The staff team is very enthusiastic and committed to providing high quality childcare and education for all children attending the club. Staff are supported to access training, such as safeguarding and paediatric first aid as part of continuous development. Weekly team meetings, supervisions and annual appraisals are in place to support and monitor staff performance. Staff are also encouraged to express their opinions and ideas through these processes. This results in positive contributions and ideas about how to

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provision

develop the club further. Self-evaluation is also carried out and shared with the voluntary management committee, to identify priorities for future improvements. This ensures that future aims focus on improving outcomes for children. Since the last inspection, planning for children's learning has improved and risk assessments are more thorough, having a positive impact on children's care and learning.

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provision

Parents' involvement in their children's time at the club is fully encouraged. This shows the club has a positive commitment to working in partnerships with parents and others to meet the needs of the children. Parents' views are gained through regular questionnaires and through the use of a suggestion box. They are also kept up to date through newsletters and daily verbal discussions. Parents express appreciation of the time their children spend at the club. They comment that their children always have a great time and it gives them the opportunity to take part in different activities. The club has established strong relationships with the school. The manager and staff understand their role in establishing effective communication, so that children benefit from a shared approach that helps them to make the best possible progress in their learning and 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 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 EY240032 Local authority Lancashire Inspection number 877449

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 40 Number of children on roll 42 Name of provider Ribby with Wrea After School Club Committee Date of previous inspection 04/02/2010 Telephone number 01772 685 221

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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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