St John's Childcare Forest Glade

St John's Childcare Forest Glade Forest Glade, Langdon Hills, Basildon, Essex, SS16 6RX

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Inspection date

Previous inspection date 22 February 2016 2 November 2011

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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 management team evaluates the setting regularly. They continually reflect on their practice, identify areas for improvement and set themselves challenging but achievable targets.  Staff provide a warm, caring environment that welcomes children and their families, and promotes respect and equality. Staff get to know children's needs from an early stage, children settle well and form close friendships with their peers.  Children are provided with many opportunities to experience fresh air and physical exercise. They go out in the garden daily and take part in activities, such as bug hunting and more-active running games.  The manager's monitoring of children's progress is robust. She accurately identifies any gaps that are emerging in individual and groups of children's development. Staff take appropriate action to address these gaps and improve the outcomes for all children's learning.  Staff form successful partnerships with parents. They liaise with them regularly about

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This provision is good

their children's learning and advise them on how they can effectively support development at home. Staff actively seek parents' views of what children are learning at home and include them in assessments of children's progress.

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It is not yet outstanding because:

 The management team's monitoring of staff's practice is not rigorous enough to raise the quality of their practice to an even higher level.  Babies have fewer opportunities to explore a variety of objects using their senses.

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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

 strengthen the systems in place to monitor staff performance so that they undertake professional development opportunities to enhance their practice even further  enhance the opportunities that younger children have to explore a variety of objects.

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Inspection activities

 The inspectors observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The lead inspector completed a joint observation with the setting manager.  The inspectors held a meeting with the setting manager, who is also the provider. They looked at relevant documentation, such as the setting's self-evaluation and evidence of the suitability of staff.  The inspectors spoke to a small number of parents during the inspection and took account of their views.

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Inspector

Daniella Tyler and Sharon Fogarty-Martin

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff can identify the possible indicators of abuse and know the appropriate action to take if they have concerns about a child. Risk assessments and daily checks of the premises and for outings are thorough. Staff ensure that strict procedures are followed so that the premises remain secure at all times. Policies and procedures are implemented robustly. The records for children and staff, including registers, are comprehensive and help to protect children's safety and well-being. The management team conducts routine meetings with staff to review their practice. Staff complete mandatory training and are offered some opportunities to complete higher childcare qualifications. Staff are knowledgeable about children's health needs. They have attended the relevant training, in order to ensure that children remain safe and well.

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Quality of teaching, learning and assessment is good

The well-qualified staff have a good knowledge of how children learn. They get to know children well through regular observations and accurate assessments of what they can do. Staff use this information to plan activities that are based around children's individual needs. They adapt to children's interests and follow their lead in activities. For example, when children decide that they are superheroes, staff change activities to incorporate the characters the children are pretending to be. Staff actively promote children's mathematical skills. They seize opportunities to incorporate numbers into even the youngest of children's everyday play. Staff work well with outside agencies and parents to provide a good level of support for disabled children and those with special educational needs. Staff support children's language and communication skills well, including children who speak English as an additional language.

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Personal development, behaviour and welfare are good

Children form close, caring bonds with their key person, other staff and one another. Staff support children's independence well. They actively encourage even the youngest of children to attend to their own personal care needs, such as using the toilet and putting on their coats. Staff praise the children regularly and show them they are proud of their achievements. Children are happy, confident and show high levels of self-esteem. Staff supervise the children at all times, meet the required ratios and are deployed effectively to promote children's safety and well-being. Staff have high expectations for children's behaviour. They set clear, age-appropriate boundaries and gently remind children of these throughout the day. Staff actively encourage children to share, take turns and understand the effects their actions can have on others. Staff support children to identify hazards for themselves and develop their understanding of how to manage their own safety.

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Outcomes for children are good

All children make good progress given their starting points and capabilities. Children develop good listening skills and are starting to recognise and write letters. Staff plan purposeful activities that prepare children for the next stage in their learning, including starting school.

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Setting details

Unique reference number 650005 Local authority Essex Inspection number 1039718 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 0 - 11 Total number of places 110 Number of children on roll 396 Name of provider Chelmsford Diocesan Board Of Finance Date of previous inspection 2 November 2011 Telephone number 01268 490400

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Setting details

St John's Childcare Forest Glade was registered in 1999. The setting employs 40 members of childcare staff. Of these, 37 hold appropriate early years qualifications at level 2 or above. The setting opens from Monday to Friday for 47 weeks of the year. Sessions are from 7.30am until 6pm. The setting provides funded early education for two-, three- and four-year-old children. It supports disabled children and those with special educational needs, and children who speak English as an additional language.

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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

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

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