Chill Out Time Childcare@ English Martyrs

Chill Out Time Childcare English Martyrs RC Primary School, Beaufront Gardens, Newcastle upon Tyne, Tyne and Wear, NE5 2SA

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Inspection date

Previous inspection date 5 March 2015 29 September 2010

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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

 All children, including those with special educational needs and/or disabilities or who speak English as an additional language, make good progress. This is because staff competently observe, plan and effectively assess children's learning and development. As a result, all children make good progress in their learning and development and they are well prepared for school.  Children are effectively safeguarded. The management ensure that child protection training takes a high priority. As a result, staff are proficient in safeguarding procedures. They clearly demonstrate their understanding of what to do should they have any concerns about children's welfare.  There are effective partnerships with parents in place. This contributes to successful information sharing, collaborative working and continuity of care and learning for all children.  Children follow good hygiene routines. They enjoy healthy snacks and regular play and

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This provision is good

exercise outdoors, which promotes their good health.  Staff effectively model good behaviour and have high expectations of children. Consequently, children behave well; they are caring and show kindness to others.

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It is not yet outstanding because:

 Staff do not always maximise every opportunity to use mathematical language and model counting during everyday activities.  Group activities are sometimes too large to consistently promote learning to the maximum potential.

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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

 enhance opportunities for children to develop their mathematical skills by encouraging counting during the children's self-chosen play and daily activities and by including numbers in the displays throughout the setting  enhance the organisation of group times to enable staff to focus more effectively on promoting the needs of children through smaller, more focused group work.

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Inspection activities

 The inspector viewed the premises where children play and learn.  The inspector observed and talked with children and staff at appropriate times throughout the inspection.  The inspector conducted a joint observation with the manager.  The inspector checked the evidence of suitability of staff that work in the nursery.  The inspector viewed a range of documents, including children's files and assessment records, relevant policies and procedures and the nursery's self-evaluation form and development plan.  The inspector spoke with parents and carers on the day, taking their views into account.

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who attend. This is good

Staff provide a broad range of activities to promote children's progress across the seven areas of learning. Children have access to a wide range of toys and resources that help them to develop independence. Staff focus on increasing the children's communication and language skills. For example, they use sign language and symbols, introduce new vocabulary, repeat words and ask challenging questions to make children think. However, circle times can be too large, limiting opportunities for more focused group work. All areas are rich in print containing letters and words, helping children to develop further their early reading skills and interest in the meaning of words. There are displays of the children's work, celebrating their achievements, which motivates them to learn. However, children have fewer opportunities to explore mathematical concepts during their play, such as in the role-play area, sand area and outdoors. The environments, both inside and

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who attend. This is good

outdoors, are very well organised. Outdoor learning is promoted well. For example, staff enhance the outdoor area with resources that support their current topic.

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good

Staff are warm and welcoming. Children have positive relationships with adults; they enjoy praise and consistent reassurance. Children benefit from strong attachments with adults, which help to develop their social skills and confidence. Staff encourage children to take responsibility for certain tasks. For example, they help to move the table with a member of staff, ready for snack time. They are encouraged to choose and pour their own drinks. Staff make the most of every opportunity to enhance snack and mealtime routines. They sit with the children, interacting with them and modelling social manners. Children eat their lunch in the school hall. This helps them to develop their confidence and independence in preparation for school. Children are given lots of opportunities to exercise and be in the fresh air. They know this is important to their health and they are all keen to play outside.

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provision is good

The manager has a secure knowledge of the learning and development requirements and how to keep children safe. She reviews risks in the environment regularly and involves children in helping to keep the nursery safe and secure. The manager is committed to promoting good-quality provision for children and their parents. Systems for evaluating what is working and what needs to improve are effective. The manager seeks the views of children and parents, she uses these to full effect in planning. The parents are kept informed of their children's progress through individual key-person sessions. Staff liaise closely with other professionals, such as speech and language therapists. The strong links with the school means that all children and families are extremely well supported. The manager has regular supervision sessions with staff. She ensures they are supported in their professional development through attendance at training. This builds on their

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provision is good

knowledge and skills, which has a positive impact on children's learning.

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Setting details

Unique reference number EY232472 Local authority Newcastle Inspection number 869961

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Type of provision

Registration category Childcare - Non-Domestic Age range of children 0 - 12 Total number of places 26 Number of children on roll 83 Name of provider Naomi Jane Harling Date of previous inspection 29 September 2010 Telephone number 07960 230534

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Type of provision

Chill Out Time Childcare was registered in 2002. The nursery employs seven members of childcare staff. Of these, five hold appropriate early years qualification. The nursery opens from Monday to Friday all year round. Sessions are from 8am until 6pm. The nursery provides funded early education for two-, 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

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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