Mojo 5

Mojo 5 Irlam Endowed Primary School, Chapel Road, Irlam, MANCHESTER, M44 6EE

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Inspection date

Previous inspection date 10 June 2015 30 June 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

 The friendly and dedicated staff team are well qualified. They provide a variety of experiences which complement what children learn in school. This means that children are motivated and eager to participate in the activities provided.  Leadership and management is strong. The experienced provider is fully involved in all aspects of the club provision. The manager has a good understanding of the requirements of the Early Years Foundation Stage. Together they ensure that all required policies and procedures are implemented and fully understood by the staff team.  Partnership with the host school is a key strength of the warm and vibrant club. Children benefit from the use of many of the school facilities, including the library and computer suite. Consequently, there is a consistent approach to all children's care and learning needs.  A strong key-person system is evident. Young children receive individual support from a

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This provision is good

familiar carer and are collected from their classroom. This supports their emotional security and well-being.  Secure relationships exist between staff and parents. Parents spoken to on the day of inspection compliment the staff on their ability to provide interesting activities that engage their children, after their school day.

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It is not yet outstanding because:

 Occasionally, staff do not support children's understanding of positive behaviour, in the best possible way. They ask children to share and take turns without providing explanations.  The new system for staff to share their good practice with each other is still in its infancy. Therefore, it has not yet been successful in raising the good quality practice and interactions of staff to an exceptional level.

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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

 provide consistent messages about why children should play cooperatively, share toys, equipment and take turns, to further promote their understanding of positive behaviour  embed the new system for peer observations, to identify and plan specific training needs, to further raise good quality practice and interactions of staff to an outstanding level.

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Inspection activities

 The inspector, the provider and the manager observed activities in the room and the outdoor area.  The inspector conducted a joint observation and held regular discussions with the provider.  The inspector spoke to staff, children and gained the views of parents.  The inspector looked at children's records and planning documentation.  The inspector checked evidence of the suitability and qualifications of staff working with children, and reviewed policies, procedures and the club's self-evaluation.

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who attend. This is good

Staff establish children's interests and capabilities from information obtained by parents. This helps children to settle and develop their confidence. All children, including children who have special educational needs and/or disabilities benefit from a stimulating environment with a variety of equipment. This promotes their overall learning and development. As a result, children thoroughly enjoy their time at the club. Children have many opportunities to engage in imaginative play. Staff provide a variety of boxes, tubes, sticky tape and scissors. Children use these to create microphones and guitars, as they pretend to be in a pop group. This supports their imaginative play. Staff extend the learning and promote children's early writing as they provide a range of equipment, such as pens, pencils and paper and children write the song lyrics and make concert tickets. Children's communication and language skills are promoted well. Staff encourage children

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who attend. This is good

to speak during group time. They use effective strategies, such as a 'happy hanky' scented with lavender, to encourage children to share their thoughts and feelings. As a result, children's personal, social and emotional development is given high priority.

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good

Children develop healthy lifestyles as they engage in vigorous activities in the well planned outdoor area. Staff support younger children to climb and balance. They ask meaningful questions to allow children to consider the safest way to use the apparatus and to move across the bridge and the cargo net. Older and younger children play active group games, such as football, which promotes their physical well-being. When they have a minor disagreement about who should be in goal, staff ask them to take turns. However, they fail to explain the reasons for sharing and taking turns, to further promote children's understanding of positive behaviour. Children and staff play board games, snooker and build with connecting bricks. This encourages children to work together and supports their developing relationships. However, although staff are quick to respond to any minor disputes calmly and sensitively, they fail to explain to children that their actions have

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provision is good

The management team demonstrate a strong commitment to continue to develop the club, for all children and parents. Managers and staff contribute to action plans and parents' views are included through the use of questionnaires, a comments box and daily discussion. Good quality training, supervision and appraisal is provided for all staff, which means that the teaching and interactions are positive. A new system has been introduced for staff to observe each other and share their good practice. However, this has not been fully embedded, in order to raise the already good quality to the highest level. Staff deployment is effective, which means that children are supervised well. Staff have a secure understanding of child protection procedures. Therefore, all children are able to play in a safe and secure environment and their welfare is protected.

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Setting details

Unique reference number EY380101 Local authority Salford Inspection number 858582 Type of provision Out of school provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 32 Number of children on roll 54 Name of provider Shelley Joanne Gartside Date of previous inspection 30 June 2009 Telephone number 07789 495 433

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Setting details

Mojo 5 was registered in 2009. The club supports children who have special educational needs and/or disabilities. The club is open from 7.30am to 9am and from 2.45pm to 5.15pm, five days a week, during school term time. There are five members of staff who work with the children. The manager and two members of staff have appropriate childcare qualifications at level 3 and two members of staff hold childcare qualifications at level 2.

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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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