Latchford Wasps

Latchford Wasps Latchford C E Primary School, Old Road, WARRINGTON, WA4 1AP

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Inspection date

Previous inspection date 13 February 2015 3 February 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 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

 Children make good progress in their learning because teaching is good. Staff create an interesting and stimulating play environment, which encourages children to be confident and exploratory learners.  Staff have a secure knowledge of how children learn. Good partnerships with other professionals help ensure that activities and experiences offered to children challenge them further. Therefore, children, including those who have special educational needs and/or disabilities, make good progress.  Children are content and settled, and have good relationships with staff. They display high levels of confidence and self-esteem. They are emotionally well prepared for the next stage in their learning.  Arrangements for safeguarding children are effective, because clear policies, procedures and risk assessments are in place. These are regularly reviewed and understood by all staff.  Children's behaviour is good, because staff explain the importance of sharing and

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This provision is good

taking turns. As a result, children demonstrate a secure level of understanding of expected behaviours. They follow simple but effective rules set by the staff, to keep themselves safe.  The manager and staff demonstrate a dedicated drive to improve the outcomes for children. They use self-evaluation effectively, to identify and develop strategies to aid improvement.

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It is not yet outstanding because:

 Communications with parents are not maximised, to ensure a consistent approach and shared knowledge and understanding about children's learning and development.  Opportunities to extend children's personal, social and emotional development even further, at nappy change times are not maximised.

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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

 extend partnership working with parents, so that there is a shared approach to supporting children's progress and achievements, by regularly exchanging information with them about all children's learning and how they can extend their children's learning at home  utilise every opportunity during routines to further extend children's personal, social and emotional well-being, for example, by ensuring babies' intimate care needs are attended to by their key person.

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Inspection activities

 The inspector observed activities indoors and outdoors.  The inspector conducted a joint observation with the manager.  The inspector held meetings with the manager throughout the inspection.  The inspector looked at children's assessment records and planning documentation.  The inspector checked evidence of the suitability and qualifications of staff working with children, the setting's self-evaluation and development plans.  The inspector took account of the views of parents spoken to on the day.

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who attend. This is good

Staff know children's current interests and use these to teach children in a fun way. This helps them make good progress in their learning. For example, children create story characters and use props during role play, to reinforce their developing speech. Children enthusiastically share their ideas and engage in conversations. Staff model the correct pronunciation of words and repeat phrases. Consequently, children are becoming confident communicators. Babies' attempts at communication are also encouraged. When staff say 'bye bye' to them, they wave. Staff work closely with parents and outside agencies, to provide targeted teaching for children with special educational needs and/or disabilities. This means that all children make consistently good progress and are effectively supported to become ready for the next stage in their learning, such as school. However, staff do not make full use of the good relationships with parents, by regularly

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who attend. This is good

informing them about children's progress and gaining their feedback. Consequently, parents do not always have up-to-date information about children's development, and how they can support and extend this at home.

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good

Children are valued and made to feel welcome. They display high levels of motivation and self-esteem. Key persons involve parents in the settling-in of their child. They collect all relevant information about children's interests and routines. This good practice helps ensure children are emotionally secure when they first attend. Children enjoy a range of fresh home-cooked meals and snacks. They display good independence skills. Older children set the table and serve themselves lunch. Babies access their own cups and feed themselves. Fresh air and exercise are promoted, by daily access to a well-resourced outdoor area. Children use resources that can be used imaginatively, such as crates, planks and tyres. This extends their physical, creative and critical thinking skills. Hygiene is good throughout the nursery; children understand why they are washing their hands before mealtimes and after toileting. However, nappy change routines are not carried out

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good

by each child's key person. This means that there are missed opportunities for younger children to have one-to-one time with their key person, to extend close bonds and ensure their intimate care and well-being is sensitively addressed.

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provision is good

Systems to monitor observations and assessments of children's learning are well established. Staff benefit from regular supervisions, which are used effectively to identify their professional development needs. These are addressed swiftly by the manager. Staff have undertaken numerous training courses, which complement their already good knowledge. Recent language development training is helping staff to support children with communication and language delay. As a result, all children make consistently good progress. Self-evaluation includes seeking the views of parents, staff and children. There is an effective improvement plan in place. The recruitment and vetting of staff is robust.

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Setting details

Unique reference number EY377595 Local authority Warrington Inspection number 858434

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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 36 Name of provider Woolston Wasps Link Club Ltd Date of previous inspection 3 February 2009 Telephone number 01925 818689

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Type of provision

Latchford Wasps day nursery, was registered in 2008, and employs 10 members of childcare staff. Of these, all hold appropriate early years qualifications at level 2 and 3.The manager has an early years qualification at level 6. The nursery opens from Monday to Friday all year round. Sessions are from 7.30am until 6pm. The nursery provides funded early education for two year olds and works in partnership with the nearby school and pre-school, to provide wrap around care for children aged 2 years to 11 years.

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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. To receive regular email alerts about new publications, including survey reports and school inspection reports, please visit our website and go to ‘Subscribe’.

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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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