Guisborough Out of School Club Ltd

Guisborough Out of School Club Ltd Highcliffe Primary School, Hutton Lane, GUISBOROUGH, Cleveland, TS14 8AA

p.1

Inspection date

Previous inspection date 24 June 2015 16 February 2015

p.1

This inspection: Inadequate 4

Previous inspection: Inadequate 4 How well the early years provision meets the needs of the range of children who attend Inadequate 4

p.1

This inspection: Inadequate 4

The contribution of the early years provision to the well-being of children Inadequate 4

p.1

This inspection: Inadequate 4

The effectiveness of the leadership and management of the early years provision Inadequate 4

p.1

This inspection: Inadequate 4

The setting does not meet legal requirements for early years settings

p.1

This provision is inadequate

 The premises are not consistently secure. This means that children are able to leave the premises unsupervised and unauthorised persons can enter the premises. In addition, systems for checking the identity of visitors are not robust.  The setting does not have a named deputy who is capable and qualified to take charge in the manager's absence.  Staff have not had relevant safeguarding children training and their knowledge is weak.  The key-person system is not effective. Staff do not have a good enough understanding of children's individual learning needs. They are not sharing information about children's learning and development with parents and other providers of the Early Years Foundation Stage.  Planning and assessment, including identifying children's starting points in learning, are not robust. This means that activities are not based on children's individual next steps in learning to provide appropriate challenge for children.

p.1

This provision is inadequate

 Progress checks for children aged between two and three years have not been consistently completed and shared with parents.  Procedures for performance management and staff supervision are not established to identify weaknesses in all staff practice and improve the quality of teaching.

p.1

It has the following strengths

 The staff are warm and friendly, and children are happy, settled and behave well at the setting.

p.1

What the setting needs to do to improve further

The provision is inadequate and Ofsted intends to take the following enforcement action:

p.2

What the setting needs to do to improve further

We will issue a Welfare Requirements Notice requiring the provider to:

p.2

What the setting needs to do to improve further

ensure steps are taken to prevent children from leaving the premises unsupervised and prevent unauthorised persons from entering the building.

p.2

What the setting needs to do to improve further

To meet the requirements of the Early Years Foundation Stage the provider must:

p.2

What the setting needs to do to improve further

 ensure that robust systems for checking the identify of visitors are in place and consistently adhered to by all members of staff  ensure that a capable and qualified named deputy is in place to take charge in the manager's absence  ensure that all staff are trained in the safeguarding policy and have an up-to-date understanding and knowledge of safeguarding issues and procedures to follow  implement an effective key-person system to ensure that every child's care and learning is tailored to meet their individual needs, which enables effective two-way sharing of information with parents and other providers, and supports children's learning and development  implement effective systems for observing and assessing children's progress, including accurately assessing children's starting points in learning, and use this information to effectively plan activities which are based on children's individual stage of development

p.2

What the setting needs to do to improve further

 ensure that progress checks for children aged between two and three years are consistently completed to ensure the early identification of any gaps in children's learning, and ensure that this information is shared with parents  develop robust procedures for the supervision and performance management of staff including appropriate coaching and training, to improve the quality of teaching. To meet the requirements of the Childcare Register the provider must:

p.2

What the setting needs to do to improve further

 ensure that a child is unable to leave the premises without a person who is caring for children on the premises becoming aware of the child leaving (compulsory part of the Childcare Register)  ensure that no one can enter the premises without the knowledge of a person who is caring for children on the premises (compulsory part of the Childcare Register)  ensure all staff are trained on the written statement of procedures to be followed to safeguard children from abuse or neglect (compulsory part of the Childcare Register)  ensure that no one can enter the premises without the knowledge of a person who is caring for children on the premises (voluntary part of the Childcare Register)  ensure that children are unable to leave the premises unsupervised except where the child is aged eight or over and the parent of the child has agreed that they may leave the provision unaccompanied (voluntary part of the Childcare Register).

p.3

Inspection activities

 The inspector observed activities taking place in all rooms in the setting and the outdoor play area.  The inspector conducted a joint observation with the manager.  The inspector looked at a sample of children's assessment records and planning documentation.  The inspector took account of the views of parents through discussion.  The inspector held meetings with the manager and spoke to staff and children during the inspection.  The inspector checked evidence of suitability and qualifications of staff working with children, and the provider's action plan.

p.3

who attend. This is inadequate

The setting operates a key-person system. However, this is not effective and, as a result, staff do not have a good enough understanding of each child's individual learning needs. The manager has recently introduced new systems to identify children's starting points in learning. However, these are not robust and staff lack a clear understanding of how to assess children's progress. As a result, the assessments completed are not accurate and do not show a clear picture of children's starting points. In addition, systems to observe and assess children's ongoing progress are weak. Some very basic planning is in place, however, this is inconsistent and not effective in matching activities to children's needs. This means that activities are not based on children's individual interests or provide sufficient challenge for them to make good progress in preparation for starting school. Systems to complete the progress check for children aged between two and three years

p.4

who attend. This is inadequate

are in place. However, these have not been completed for all children and completed checks have not been effectively shared with parents. This does not ensure the early identification of gaps in children's learning. The quality of teaching is inconsistent and some staff do not extend children's learning. Staff lack an understanding of their key children's individual learning, meaning that activities often lack purposeful challenge for all children. In addition, some staff do not give children time to think about and respond to questions. Feedback from parents is positive and they comment on how much their children enjoy coming to the setting. However, systems to promote the effective two-way sharing of information with parents and other providers of the Early Years Foundation Stage are not effective. This does not support continuity of learning for children and means that parents do not have a clear understanding of the progress their children make.

p.4

inadequate

There are weaknesses in practice which have a negative impact on children's safety and well-being. For example, the main entrance to the setting is not consistently locked. This means that children can leave the premises unsupervised and unauthorised person can enter the building, compromising children's safety. This was also raised as an action at the previous inspection. In addition, systems for checking the identity of visitors are not consistently adhered to by some staff members. This does not safeguard children. Nevertheless, children develop confidence, and are happy and settled at the setting. They enter confidently, and show care and concern for their friends. For example, older children show younger children how to make hand prints with paint. Adequate use is made of space and children have access to a suitable range of resources, which motivates them to make independent choices about their play. Staff are positive role models, they give

p.4

inadequate

children regular praise and encouragement and children behave well. Children's good health is promoted suitably through regular opportunities to be physical and a healthy range of snacks and meals.

p.4

provision is inadequate

The manager is experienced and well qualified. However, although she has some understanding of the requirements, she does not effectively monitor the quality and effectiveness of her provision. The setting has received support from the local authority and an action plan has been developed. However, sufficient progress has not been made in addressing the actions raised at the previous inspection. This does not promote continuous improvement. Systems for the vetting and recruitment of staff are appropriate. This ensures that all staff are suitable to work with children. However, staff have not attended training in safeguarding policies and procedures. As a result, most staff are not confident about procedures to follow if they had a concern about a child, especially in the absence of the manager. In addition, a suitably qualified and experienced deputy who can take charge in the manager's absence is not in place. The manager ensures that resources

p.5

provision is inadequate

and activities adequately cover all areas of learning. Staff have received recent training in the Early Years Foundation Stage. However, the manager recognises that staff still lack confidence in implementing the learning and development requirements for all children. She has very recently set up systems to supervise staff and monitor the quality of teaching. However, these have not been implemented yet. This means that action has not been taken to address key weaknesses in staff practice. As a result, management and accountability is not clear and self-evaluation is weak.

p.5

Setting details

Unique reference number EY335044 Local authority Redcar & Cleveland Inspection number 1007256 Type of provision Full-time provision Registration category Childcare - Non-Domestic Age range of children 0 - 17 Total number of places 49 Number of children on roll 132 Name of provider Michelle Dixon Limited Date of previous inspection 16 February 2015 Telephone number 01287 633402

p.6

Setting details

Guisborough Out of School Club Ltd was registered in 2006. The setting employs eight members of childcare staff. Of these, two hold appropriate early years qualifications at level 3, five hold qualifications at level 2 and the manager holds Early Years Professional status. The setting opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. It provides funded early education for two-, three- and four-year-old children.

p.6

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.

p.6

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.

p.6

Setting details

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.7

Setting details

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

p.7