School's Out at Langley

School's Out at Langley Langley Avenue, Whitley Bay, Tyne and Wear, NE25 9DF

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Inspection date

Previous inspection date 29 January 2015 8 December 2009

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This inspection: Good 2

Previous inspection: Good 2 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 Outstanding 1

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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. Staff support children's learning in a timely and sensitive manner. As a result, children make good progress.  Support for children's well-being is outstanding. This has a significant and positive impact on children's confidence, growing independence and motivation to learn.  Relationships with children are excellent. Staff are warm, responsive and respectful. As a result, children feel secure and emotionally ready to learn.  Relationships with other schools and settings are very good. As a result, processes to prepare children for the next stage in their learning are highly effective.  Staff have a good understanding of how to promote the health and safety of children in their care. As a result, children are well protected.  Processes for self-evaluation are good and take into account the views of staff, parents and children.

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It is not yet outstanding because:

 Opportunities for developing language and role-modelling self-care skills are not always maximised at meal times.  There is scope to develop systems for monitoring and evaluation of practice to ensure it is consistent and focused, in order to improve the already good quality of teaching still further.

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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

 strengthen opportunities for developing language and for role-modelling self-care skills during lunchtime  strengthen systems for monitoring and evaluation of practice to ensure they are consistent and focused in order to improve the already good quality of teaching still further.

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Inspection activities

 The inspector observed activities in the main rooms and outside.  The inspector took into account the views of parents and carers spoken to on the day.  The inspector conducted a joint observation with the manager.  The inspector looked at learning records, policies and paperwork, and checked evidence of staff qualifications and suitability.

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who attend. This is good

Staff praise and encourage the children's efforts. This results in them being confident and motivated to learn. Children are introduced to new concepts and encouraged to explore using their senses. For example, they investigate ice as it melts and plant vegetables in the enclosed garden. Staff skilfully model new words to extend children's language. However, opportunities at lunchtime for developing language through quality conversations and for role-modelling skills, such as how to use cutlery, are not always maximised. Children learn about number through everyday routines, for example, as they count the children at snack time. Provision for physical development is good and includes use of the school yard. There is a good range of books and equipment which the children are encouraged to choose from and access independently, to support their early literacy development.

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outstanding

Relationships with children are outstanding. Staff show great respect for children's feelings and act as excellent role models in supporting children to manage their own behaviour. This helps them feel highly valued, secure and emotionally ready to learn. Highly skilled staff sensitively intervene to support children's developing independence. For example, they are consistent in encouraging children to try to put on their own coats and shoes, chop their fruit, carry their trays and pour their drinks. This is highly effective in promoting their well-being. Hygiene routines and healthy lifestyle choices are promoted extremely well. For example, children help themselves to a salad bar at lunchtime and regular access to fresh air and exercise is a priority. Relationships with other schools and settings are excellent. As a result, processes to prepare children for school or the next stage in their learning are highly effective.

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provision is good

Staff have a good understanding and awareness of how to keep children safe. For example, they encourage children to stay safe on the icy yard and hold hands as they walk. The manager has a good understanding of legal requirements. She ensures there is a member of staff trained in first aid with the children at all times. Partnerships with parents are good. A whiteboard is used to inform them of daily activities. Questionnaires and a suggestion box help gather their views. The manager and her team continuously evaluate the effectiveness of the provision. As such, the setting's capacity to maintain continuous improvement is good. Regular supervisions and monitoring of training needs effectively support staff development. Study towards higher qualifications helps practitioners to improve their knowledge and understanding. There is scope, however, to develop systems to ensure monitoring and evaluation of practice is even more focused

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provision is good

and consistent. Regular observations and tracking of children's learning help to accurately assess their development, plan their next steps and monitor their progress.

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Setting details

Unique reference number 310224 Local authority North Tyneside Inspection number 864954

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 38 Number of children on roll 120 Name of provider School's Out (Northern) Ltd Date of previous inspection 8 December 2009 Telephone number 0191 2533452 or 07890 268333

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Type of provision

Schools Out at Langley was registered in 2000. It is located in a portable building, in the grounds of Langley First School, Monkseaton, North Tyneside. The provision employs 12 members of childcare staff. Of these, eight hold appropriate early years qualifications at level 3, and one holds Early Years Professional status. The provision offers wrap around care, playgroup places and after school care, as well as providing care throughout school holidays, opening from 7.30am to 5.45pm. The provision offers funded early education for three- and four-year-old children.

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Type of provision

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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Type of provision

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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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.gov.uk/government/organisations/ofsted

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