The Childcare Village

East Crompton St James Child Care Village Ltd Pre-School and Out Of School Care, St James Street, Shaw, Lancashire, OL2 7TD

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Inspection date

Previous inspection date 10 November 2015 19 August 2013

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This inspection: Good 2

Effectiveness of the leadership and management Good 2

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This inspection: Good 2

Quality of teaching, learning and assessment Good 2

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This inspection: Good 2

Personal development, behaviour and welfare Good 2

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This provision is good

 The manager is motivated and committed to making continuous improvements. With the support of her dedicated staff team she has effectively tackled the actions and recommendations raised at the last inspection. As a result, the nursery is now providing a good quality service which leads to positive outcomes for children and their families.  The quality of teaching is consistently good. Staff have a good knowledge of the different ways that children learn. They plan activities based on children's interests and abilities. This supports children in making good progress and achieving well.  The quality of the learning environment indoors is a real strength of the setting and inspires children to learn.  Children settle well and demonstrate high levels of confidence when exploring the setting. They have secure relationships with their key person and other staff. Children behave well and play happily alongside their friends, sharing and taking turns.

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This provision is good

 The setting works well with outside agencies to support children with disabilities and special educational needs

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It is not yet outstanding because:

 Not all staff use questioning effectively to allow children to think about what they are doing and learn more deeply.  Staff miss opportunities at snack time and at lunch time to make children aware of the reasons why it is important to eat healthy food.  At times, staff do not gather enough detailed information from parents about what their child can do, know and enjoy when they start at the pre-school.

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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

 ensure that all staff use questioning effectively to allow children to think about what they are doing and learn more deeply  make sure that staff make children aware of the reasons why it is important to eat healthy food  gather more detailed information from parents about what their child can do, know and enjoy when they start at the pre-school.

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Inspection activities

 The inspector spoke to the management, staff and children at appropriate times of the day.  The inspector observed activities in the indoor and outdoor environment and the quality of adults' interactions with children.  The inspector took part in one joint observation with the manager.  The inspector looked at documentation, including children's learning records, evidence of staff's suitability, and policies and procedures

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Effectiveness of the leadership and management is good

Leadership of the nursery is strong and managers have a good understanding of the requirements of the Early Years Foundation Stage. The manager, together with her dedicated staff team, have worked tirelessly to drive forward improvements at a pace since the last inspection. There are secure recruitment and induction procedures in place to ensure that staff are suitable to work with children and have a clear understanding of their roles and responsibilities. Staff receive good levels of support, including on-going training, and regular supervision as part of their performance management. As a result staff's knowledge and skills are up-to-date and the quality of teaching is consistently good. The manager closely monitors how well the early years curriculum is being delivered and the progress that groups of children and individual children make. This ensures that any underperformance is quickly identified and addressed. High priority is place on

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Effectiveness of the leadership and management is good

safeguarding children's welfare. All staff have a good understanding of the indicators of abuse and procedures to follow should they be concerned about a child’s welfare. Relationships with parents are developing well. Staff provide parents with good-quality information about the setting and up-dates on their child’s development. When starting at the pre-school staff gather information from parents relating to their child’s welfare needs, likes and dislikes. They also ask parents questions about what their child can do with regard to the seven areas of learning. However, on occasions, these questions are too general and lack detail. Good links have been established with some nearby schools so that arrangements for children to move from nursery into school are effective. Consequently, children settle into school happily and with confidence.

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Quality of teaching, learning and assessment is good

Staff have high expectations of children. They make regular observations and accurate assessments of children's progress. From an early age staff encourage children to become independent by accessing their own snacks, tidying up and hanging up their own coats. Close attention is given to develop children's language and communication skills. Conversation flows freely as children play and great care is taken by staff to model precisely the correct use of language. Mathematical ideas are promoted well as part of the daily routine. As children play they are encouraged to identify shapes, colours and count in sequence. Books are prominently displayed throughout the pre-school which helps to foster children's love of reading. Children enjoy reading on their own in the cosy book corner or listening to a story as part of a group. Children are keen writers. For example, they eagerly write a shopping list before going to the supermarket or an order for

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Quality of teaching, learning and assessment is good

construction materials for the builder’s yard. A number of skilled staff use questioning well to allow children to think about what they are doing and learn more deeply. However, this is not consistent practice among all staff.

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Personal development, behaviour and welfare are good

Families receive a warm welcome from staff when they arrive at the pre-school. The premises are warm, safe and clean. Displays are vibrant and the provision is well resourced. Staff place great emphasis on providing natural resources so that children can have real-life experiences. For example, children scrub potatoes in a water tray using brushes, peel brussel sprouts and explore their senses as they feel the differing textures of pumpkins, lentils, logs, conkers and leaves. Children move around their immediate environment with ease choosing what toys they want to play with and activities they wish to join in. Squabbles are rare because children are so busy. Staff are positive role models and good manners are consistently promoted. Attendance is closely monitored and any long term absences are followed up. Children enjoy developing their physical skills as they run around in the fresh air and ride on wheeled toys outdoors. Children are provided with

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Personal development, behaviour and welfare are good

healthy snacks, such as fruit. However, staff miss opportunities, at snack time and lunch time, to discuss with children the benefits of eating healthy food. Through discussions, resources and the celebration of cultural festivals children learn to appreciate the diversity of the world in which they live.

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Outcomes for children are good

Children are motivated and keen to learn. Children come into the pre-school with skills and knowledge that are below those typical for their age in all areas of their learning. A significant number of children also face challenges with their communication and language skills. All children, including those with disabilities and special educational needs, make good progress from their different starting points. As a result they are well prepared for their eventual move to school.

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Setting details

Unique reference number EY348662 Local authority Oldham Inspection number 1030955 Type of provision Full-time provision Day care type Childcare - Non-Domestic Age range of children 2 - 4 Total number of places 112 Number of children on roll 112 Name of provider East Crompton St James Child Care Village Ltd Date of previous inspection 19 August 2013 Telephone number 01706 843556

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Setting details

East Crompton St James Child Care Village Ltd was registered in 2007. It is situated in the Shaw area of Oldham and is managed by a limited company. The nursery operates from St James parish rooms and a purpose built nursery building located in a school nearby. Children have access to enclosed areas for outdoor play. The nursery and pre-school are open from 09.00 to 15.15 term time only. The out of school facility operates from 07.30 to 09.00 and from 15.15 to 17.30 during term time and from 07.30 to 17.30 during school holidays.

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Setting details

The nursery employs 10 members of staff who work directly with the children. All staff hold appropriate early years qualifications at level 3 or above. There are currently 112 children on roll and of these 29 are in the early years age group. The nursery supports children with disabilities and special educational needs. The local authority offers support to the nursery.

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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

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Setting details

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