Victoria Centre

Victoria Centre Out Of School Activities Victoria Centre, Palk Road, Wellingborough, Northamptonshire, NN8 1HR

p.1

Inspection date

Previous inspection date 25 February 2015 16 November 2010

p.1

This inspection: Good 2

Previous inspection: Satisfactory 3 How well the early years provision meets the needs of the range of children who attend Good 2

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

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

p.1

This inspection: Good 2

The setting meets legal requirements for early years settings

p.1

This provision is good

 Teaching is effective because staff know how to support children through regular conversations and build on what they know and can do. Children make good progress from their starting points, as a result they are well prepared for their next stage in learning or their move onto school.  Children are provided with a warm, welcoming and stimulating learning environment in which they are happy, eager and motivated to learn.  Children benefit from fresh air and daily exercise, as they have plenty of access to outdoor play. These experiences support children's physical development and promote good health.  Staff act as positive role models and praise children for their achievements. This boosts children's self-esteem and enhances their confidence. As a result, children are sociable and behave well.  The team leader, who manages the provision, provides strong support to the enthusiastic staff team. She draws on the knowledge and skills of staff to provide

p.1

This provision is good

effective, flexible and well-communicated support to children and their families.

p.1

It is not yet outstanding because:

 Staff do not always promote opportunities for children to engage in writing for a purpose, in all areas of play. For example, they do not encourage children to write their name on their work.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 extend the opportunities for children to practise their early writing skills by promoting opportunities for them to make marks during play and alongside other activities to develop their use of writing for a purpose.

p.2

Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning, in both the indoor and outside learning environment.  The inspector and the team leader conducted a joint observation.  The inspector held a meeting with the team leader and the centre managers. She spoke to members of staff and children at appropriate times throughout the inspection.  The inspector looked at children's records, planning documentation and a range of other documentation, including policies and procedures to safeguard children's welfare.  The inspector checked evidence of the suitability and qualifications of staff working with children and the provider's self-evaluation and development plans.  The inspector spoke to a selection of parents during the inspection and took account of their views.

p.2

who attend. This is good

The quality of teaching is good. Children concentrate on chosen activities, play well together and show enthusiasm for learning. Staff involve themselves in children's play and they provide challenge to their learning. Children enjoy creating pictures using sand and paint. They explore the texture of the sand when it is mixed with the paint. Staff challenge children's thinking by suggesting they use funnels to fill containers with sand and use them to shake sand onto their pictures. They link the colours of the paint to other objects, such as the sun. As a result, children develop new skills and gain more knowledge. Staff use routine opportunities to teach children about mathematical concepts, reading and mark-making skills. However, staff do not always support children's development of the skills of writing for a purpose. Staff value parents' input and share ideas with them on how children's learning can be further supported at home. They use effective teaching

p.3

who attend. This is good

strategies to provide children with a wide range of interesting and challenging activities. Where there are concerns about a child's progress, staff work closely with parents and relevant agencies to successfully identify and support any gaps in their learning. Consequently, children enjoy a wide range of activities that focus on promoting effective language and communication skills.

p.3

good

All children and their families are welcomed into the pre-school. Effective relationships with parents enable staff to foster the unique characteristics of each child. Staff regularly meet with parents to ensure the individual needs of the children are met and that their home routines are respected. This provides continuity for children and promotes their sense of belonging. Children benefit from regular planned activities, which celebrate a variety of cultures and festivals. Well-established routines help children to develop their self-care and independence skills. At snack time, children are encouraged to pour their own drinks and staff chat to them about eating a healthy diet. Staff teach children about keeping themselves safe, for example, they are reminded to use equipment safely. Children react positively to these reminders and directions from staff to keep themselves and others safe.

p.3

provision is good

The team leader has been proactive in ensuring that the provision consistently improves and has fully addressed actions from the previous inspection. All staff fully understand their responsibilities to safeguard and protect children. The team leader ensures effective systems are in place for staff's ongoing professional development, which helps maintain the good quality of teaching. There are strong systems for checking the progress made by individual children. Also, cohort analysis is used to build an accurate picture of the progress made by different groups of children. The team leader uses self-evaluation well to review practice and set targets for improvement. Parents spoken to on the day, stated that they are very happy with the care and the progress that their children make.

p.3

Setting details

Unique reference number 220257 Local authority Northamptonshire Inspection number 876334

p.4

Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 25 Number of children on roll 21 Name of provider Victoria Centre Committee Date of previous inspection 16 November 2010 Telephone number 01933 277400

p.4

Type of provision

Victoria Centre Out Of School Activities was registered in 1999. The pre-school employs three members of staff, all of which hold appropriate early years qualifications at level 3. The pre-school opens from Monday to Friday term time only. Sessions are from 9.15am until 12.15pm, with a lunch club from 12.15pm until 1pm. The out of school club opens from Monday to Friday term time only. Sessions are from 3pm until 6pm. The holiday play scheme opens Monday to Friday school holidays only. Sessions are from 8am until 6pm.

p.4

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.

p.4

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.

p.4

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’.

p.5

Type of provision

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

p.5