Crackerjax

Crackerjax Aspull Church School, Bolton Road, Aspull, Lancashire, WN2 1QW

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Inspection date

Previous inspection date 26 March 2015 30 May 2012

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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

 The manager and staff have a good knowledge of observation and assessment. They have accessed training and use the information gained from this to provide effective educational programmes that cover all areas of learning.  Partnerships with the host and neighbouring school are good. There are effective systems in place to share information regarding children's learning and progress. As a result, children are consistently supported to make good progress.  Resources are varied, labelled and stored effectively, to support children's choice and independence.  Partnerships with parents are strong. Parents are successfully involved in their children's learning and they are kept fully informed of their ongoing achievements.  The management team demonstrate a strong commitment to continuous improvement. They seeks the views of parents and children in their self-evaluation and use this information to identify and make improvements.

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This provision is good

 The staff have secure knowledge of safeguarding and child protection. The setting is secure and all visitors are recorded. Staff use effective risk assessments, to minimise hazards in the setting and outdoors, to maintain a safe environment for children.

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It is not yet outstanding because:

 When talking with children staff are sometimes quick to answer questions for them, giving them fewer opportunities to practise their thinking and speaking skills.  Staff do not make the most of all opportunities to enhance children's self-help and social skills at snack time.

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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

 use a wider range of questioning techniques when talking to children and allow them sufficient time to be able to think and answer, in order to extend their communication and thinking skills even further  provide more opportunities for children to extend their self-help and social skills at snack time, for example, by sitting with them at the table and encouraging them to make their own sandwiches and pour their own drinks.

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Inspection activities

 The inspector toured the setting and observed activities in the hall.  The inspector held meetings with the manager throughout the inspection, and spoke to other staff members and spoke to children.  The inspector looked at the children's assessment records and planning documentation.  The inspector checked evidence of the suitability and qualifications of staff working with children, policies, procedures, risk assessments and the setting's self-evaluation.

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who attend. This is good

The manager and staff are well qualified and fully understand the need to promote children's learning and development, through play and planned activities. Children enthusiastically enter the setting and engage in a wide variety of activities, that are linked to children's interests and the learning that takes place in school. Older children enjoy crafts and designing their own creations at the mark making station. Younger children are supported by staff to read books and practise phonic sounds. Additionally, they develop their early literacy skills, as they practise writing tasks with support from staff. Children participate well and show motivation to learn. However, sometimes during conversations, staff do not always use a wide range of questions to extend children's communication and understanding even further. Additionally, on occasions, some staff do not allow children sufficient time to be able to answer. This does not maximise opportunities for children to

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who attend. This is good

be able to extend their critical thinking.

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good

Staff work closely with parents and the host school, to sensitively settle-in children. Children enjoy secure and trusting relationships with staff, which supports their emotional well-being. Staff are good role models for children. They use clear and consistent strategies to manage behaviour and offer children age appropriate explanations. Consequently, children behave very well. The good health of children is successfully supported. Staff give clear messages about the importance of leading healthy lifestyles. Children enjoy a variety of healthy and nutritious snacks. However, staff do not always sit at the table with children during snack time. This does not maximise opportunities for them to build on children's developing social skills. Additionally, children are not supported to extend their self-help skills, for example, by making their own sandwiches and pouring their own drinks. Children have many opportunities to be physically active. They access

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good

the outdoors every day and have access to a well-resourced area that supports their all- round development.

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provision is good

Recruitment and vetting of staff is robust. This means children are safe in the setting. There are good systems in place to evaluate the setting and identify relevant strengths and weaknesses. Staff talk to children about what resources and equipment they would like included in the setting. They seek the views of parents through verbal discussions and questionnaires. The manager has addressed actions and recommendations raised at the last inspection. Staff are encouraged to undertake a wide range of training courses relevant to their job role. They have attended courses in first aid and safeguarding. Regular supervisions of staff are conducted by the manager. Consequently, staff are supported in their continued professional development. Staff monitor children's progress effectively. They use the information gathered to plan meaningful activities and ensure any gaps in learning are addressed.

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Setting details

Unique reference number EY331080 Local authority Wigan Inspection number 862472 Type of provision Out of school provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 40 Number of children on roll 40 Name of provider Julie Marie Wilkinson Date of previous inspection 30 May 2012 Telephone number 07731848162

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Setting details

Crackerjax Out of school club was registered in 2006. It operates from Aspull Church school and is situated in the Aspull area of Wigan. The setting employs five members of childcare staff. All of whom hold appropriate early years qualifications at levels 2, 3, 4 and 5. The before and after school club opens Monday to Friday, term time and sessions are from 7.50am until 8.50am and 3.30pm to 6pm. Holiday club sessions are Monday to Friday, from 7.50am to 6pm.

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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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