Halton Kids Club

Halton Kids Club The Centre at Halton, Low Road, Halton, LA2 6NB

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Inspection date

Previous inspection date 27 January 2015 Not applicable

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This inspection: Good 2

Previous inspection: Not applicable How well the early years provision meets the needs of the range of children who attend Good 2

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This inspection: Good 2

The contribution of the early years provision to the well-being of children Good 2

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This inspection: Good 2

The effectiveness of the leadership and management of the early years provision Good 2

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This inspection: Good 2

The setting meets legal requirements for early years settings

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This provision is good

 The quality of teaching is good and staff provide a broad range of interesting and challenging activities for children, which supports them to make good progress in their learning.  Staff support children well to develop early language and communication skills and their physical, personal, social and emotional development. As a result, all children are motivated and enthusiastic learners.  Partnerships with parents and other professionals are successful and ensure all children get the support they need. Staff encourage parents to be involved in all aspects of their child's development and continue learning at home.  Children have good opportunities to make safe and independent choices. They learn to keep themselves and others safe. They behave well and are becoming increasingly responsible.  The management team are reflective and drive improvement well. They demonstrate a strong commitment to promoting high-quality provision. Staff are qualified and have

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This provision is good

good knowledge of the Early Years Foundation Stage. They attend regular training, which has resulted in a positive impact on the learning experiences they offer for children.

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It is not yet outstanding because:

 Occasionally, children's interest is not highly stimulated during group time activities.  The performance management system is not yet rigorous enough to ensure that the good standard of teaching is raised even higher, so that children benefit from even more highly stimulating and motivating learning experiences.

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What the setting needs to do to improve further

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

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What the setting needs to do to improve further

 review the organisation of group time activities, in order to ensure that children's interest is highly stimulated  extend systems for performance management to promote even higher levels of quality of teaching, for example, by introducing peer-on-peer observations, so that children continually benefit from even more highly stimulating learning experiences.

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Inspection activities

 The inspector observed activities in both the inside and outside learning environments.  The inspector spoke to the provider, staff and children at appropriate times during the inspection.  The inspector carried out a joint observation with the manager.  The inspector took account of the views of parents spoken to on the day of the inspection.  The inspector looked at children's records, planning documentation and a range of other documentation, including policies and procedures.  The inspector checked evidence of staff qualifications, evidence of their suitability to work with children and the provider's evidence of self-evaluation.

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who attend. This is good

Staff know children well as they complete regular observations of their play. This enables staff to plan activities, which encourage children to develop their own ideas and interests. For example, children use their problem-solving skills to create complex buildings from construction blocks. However, sometimes during group time activities, children's interest is not always highly stimulated. Children are supported well in their communication skills as staff model effective use of language for thinking and questioning. They are very confident with their physical abilities and have a wide range of activities to develop these skills further and provide challenge. For example, children practise their ball skills and learn to balance on ride-on toys. Key persons have a clear understanding of children's next steps in their learning. Staff recognise the importance of working in partnership and keep parents well informed about their child's learning. Guidance from professionals involved

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who attend. This is good

with children who have special educational needs and/or disabilities, is used by key persons to inform their individual planning. This helps key persons ensure that all children make good progress given their starting points.

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good

Children form secure attachments with their key person who demonstrate an excellent knowledge of them, their interests and routines. This supports children's well-being and in turn, has a positive impact on their learning. Staff are fully aware of the importance of meeting children's individual needs. This helps children to feel safe, secure and confident to explore. Children learn to develop an awareness of health and safety through the daily routines, discussions and activities. They behave in ways that are safe for themselves and others as they remind each other to take care on the ramp outside. Children's behaviour is good. Staff are good role models to children, frequently offering praise and calmly establishing expectations. Children are emotionally prepared for the next stage in their learning and development. This is because staff support them in making the move onto school when the time comes.

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provision is good

The management team demonstrate a secure knowledge of the learning and development requirements and how to keep children safe. Staff hold appropriate childcare qualifications and access training to further enhance their good practice. Effective partnerships between staff, parents and other professionals ensure that children's needs are quickly identified and met well. Systems are in place to monitor the effectiveness of the educational programmes through tracking children's progress. The management team are committed to improving outcomes for children. However, the management team have not yet fully maximised the systems for performance management. Staff do not frequently share their knowledge and expertise with each other, in order to build on their already good practice, so that children make the best possible progress.

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Setting details

Unique reference number EY454575 Local authority Lancashire Inspection number 915780 Type of provision Sessional provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 40 Number of children on roll 117 Name of provider Halton Kids Club Limited Date of previous inspection Not applicable Telephone number 01524811811

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Setting details

Halton Kids Club was registered in 2012. The setting employs eight members of childcare staff. Of these, six hold appropriate early years qualifications at level 3, including one with Early Years Professional status and two who hold Qualified Teacher Status. The setting opens from Monday to Friday, all year round. Sessions are from 8am until 9am and 3pm until 5.45pm for the out of school club, and 9am until 12.30pm for the pre-school. The setting provides funded early education for three- and four-year-old children.

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Setting details

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

procedures set out in the guidance ‘Complaints procedure: raising concerns and making complaints about Ofsted’, which is available from Ofsted’s website: www.gov.uk/government/organisations/ofsted. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. 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, safeguarding and child protection.

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Setting details

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Setting details

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

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