Inspirations Out of School Services

Inspirations Out of School Services The Royals Youth Centre, Viking Way, Rainham, Essex, RM13 9YG

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Inspection date

Previous inspection date 3 March 2016 8 October 2015

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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

 All adults working with the children have good understanding of safeguarding procedures and how to keep children safe. They undertake rigorous checks and make sure any risks both in and outside the setting are minimised. New adults working at the setting receive relevant training so they can carry out their roles effectively.  Adults are well qualified and have a range of essential skills that help to keep children safe. They have first-aid qualifications and their knowledge of how to treat minor injuries is up to date. This means children's welfare is protected when they are collected from school and on outings.  Routines and activities are planned effectively to meet children's different individual and developmental needs. Adults are skilled at helping children form secure emotional attachments. This builds children's confidence and helps them to learn.  Children's behaviour is good. Adults are positive role models and provide a welcoming

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This provision is good

and vibrant environment where children have fun and learn to respect others. Resources and activities reflect the diversity of children's backgrounds and experiences.  Leaders and managers have built successful partnerships with other professionals to help lead to improvements in the provision. They have addressed all actions raised at the last inspection.

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It is not yet outstanding because:

 When assessing the settings strengths and areas for improvement, leaders do not always take into account the views of staff, children and parents.

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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

 improve the effectiveness of self-evaluation by including the views of all staff, children and parents.

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Inspection activities

 The inspector observed and spoke with children when they arrived and when they played inside and outside in the basketball court.  The inspector spoke with the deputy manager to discuss how she organises the play sessions.  The inspector met with the provider to discuss how she leads the team with particular regard to recruitment, training and support.  The inspector checked evidence of the suitability and qualifications of staff, as well as the providers monitoring systems.  The inspector spoke with parents and took account of their views.

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Effectiveness of the leadership and management is good

Leaders and managers understand and implement the requirements of the Early Years Foundation Stage. Arrangements for safeguarding are effective. Adults use daily checklists for the premises, transporting children from school and for outdoor activities. For example, steps have been taken to ensure that the basketball court is not used as a car park when the club is open. Managers have ensured that all adults working with children have a current paediatric first-aid qualification. This protects children in the event of an injury. All required documentation to support the efficient management of the club is now kept on site. This means that leaders can show there are the required insurances in place for vehicles used to transport children and public liability insurance. Partnerships with parents and the local authority are good. Leaders and managers gather parents views using questionnaires although the information is not always used to inform self-evaluation and

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Effectiveness of the leadership and management is good

plans for improvement. Parents spoken with during the inspection say they recommend the club because they are happy with the activities and feel adults treat every child as their own.

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Quality of teaching, learning and assessment is good

A good range of games and activities are provided to capture children's interest. The provider and new deputy manager plan activities in advance and set out resources so they are ready when children arrive. They encourage children to choose what they want to do. Time is given for children to complete homework or look at books at the beginning of the session. Adults promote children's interest in books effectively. They host productions for parents, for example, The Jungle Book, to generate children's enthusiasm. On the day of the inspection many children dressed up for World Book Day. This generated lots of conversation about the children's favourite stories and characters. Children also enjoy arts, crafts and cooking activities and are keen to take their creations home. Children get on very well together. Older children are encouraged to help the younger ones when they sit for tea. On the day of the inspection, several children chose to play football outside.

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Quality of teaching, learning and assessment is good

Children of different ages and abilities enjoyed joining in, negotiating teams and following the rules. Adults and older children encouraged younger children to take part in the game. This helps them to develop their social and physical skills.

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Personal development, behaviour and welfare are good

Children's behaviour is good because their individual needs are carefully considered and met. For example, if a child finds it difficult to sit for reading time, a member of staff will stay with them and play ball games as an alternative. Routines are well-organised. This means all children are exceptionally confident and understand what is expected of them. They are kind to one another and affectionate towards their friends. Children are encouraged to make healthy choices, for example, choosing what to put into their own wraps and salad. They enjoy lots of physical activity inside and outside to help them keep healthy. Some children have a brother and sister attending and adults encourage them to follow their own interests. This promotes their self-esteem and emotional well-being very well.

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Setting details

Unique reference number EY434779 Local authority Havering Inspection number 1039673 Type of provision Out of school provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 8 Total number of places 24 Number of children on roll 5 Name of provider Margaret Adenike Ogbogu Date of previous inspection 8 October 2015 Telephone number 07849008587

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Setting details

Inspirations Out of School Services registered in 2011, and is situated in the Rainham area of Essex. The out-of-school club is open each weekday between 7.30am and 9am, and 3pm to 6pm, during school term times. It is also open from 8.30am to 6pm during the school holidays. The provider employs seven members of staff, four of whom hold relevant qualifications at level 3 or above.

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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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