Setting EY436035

Report for Childcare on Domestic Premises

p.1

Inspection date

Previous inspection date 6 April 2016 23 June 2014

p.1

3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

p.1

This provision requires improvement. It is not yet good because:

 Children are not fully supported in making as much progress as possible. Ongoing observations and assessments are not used skilfully to match all activities to children's learning needs or to identify any gaps in their development.  The provider does not make good use of information about what children can do on entry or share information about their progress with parents.

p.1

It has the following strengths

 Staff chat to children as they play and during routines. They describe what is happening, model language and wait appropriately for responses to children's questions. This helps children to develop their understanding and speaking and listening skills.  Children clearly enjoy the time they spend at the setting. The provider and her staff are warm and friendly. Children display confidence and independence in their care. This helps to reinforce their sense of belonging.  The provider has developed systems to ensure the suitability of staff working with children. There is an appropriate system of recruitment, induction and staff are engaging in ongoing supervision. There are systems in place to monitor staff's training, so that required training is up to date.  The provider uses various methods to reflect on the service and how to make continual improvements. She seeks the opinions of parents and other settings children attend.

p.1

It has the following strengths

Older children's views are sought and their opinions are valued.

p.1

What the setting needs to do to improve further

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

p.2

Due Date

 use information from observing children and ongoing assessments to provide appropriate challenge for all of them and help them to make good progress 22/07/2016

p.2

Due Date

 involve parents in their children's learning and improve the exchange of information on entry and during the placement, helping them make progress. 22/07/2016

p.2

Inspection activities

 The inspector discussed children's individual learning and development with the provider.  The inspector observed activities, speaking to children at appropriate times while they played.  The inspector spoke to the provider and her staff about the daily routines and their responsibilities with regard to child protection.  The inspector looked at policies and a range of other documentation, including evidence of training and suitability of the provider, staff and family members.  The inspector looked at evidence of self-evaluation and took into account the views of schools and parents, spoken to on the day and from writing.

p.2

Effectiveness of the leadership and management requires improvement

The provider is aware of the requirement to provide parents with a written summary of the progress check for children between the ages of two and three years. However, she is not clear about how to use ongoing assessment as a way of tracking children's development and to help them make good progress. The arrangements for safeguarding are effective. The provider and staff are familiar with Local Safeguarding Board procedures. They are aware of the signs and symptoms that would cause them concern about a child's welfare. The provider has taken relevant steps to ensure that previous actions have been met. She has attended a range of available training to begin to make improvements to her knowledge and skills. The provider does not do enough to encourage parents to be involved in their child's learning.

p.3

Quality of teaching, learning and assessment requires improvement

The provider has systems in place to find out about children's likes and dislikes when they first start in the setting. However, initial assessments do not inform staff about children's developmental levels. Initial planning is not informed by information about what children already know and can do. The provider does not yet use information gained from observations of children's play to target individual learning experiences. This means children are not provided with challenging experiences appropriate to their ages or stages of development. However, the provider plans interesting activities within themes for older children. She promotes their sense of identity. This helps all children, in particular those who speak English as an additional language, to gain an awareness and appreciation of their culture and diversity.

p.3

Personal development, behaviour and welfare require improvement

The provider has taken appropriate steps to manage risks and hazards in the setting. There are written risk assessments of any potential hazards. Staff make daily checks to ensure these are minimised. A range of toys and resources is easily accessible. Children are able to make independent choices about what they play with. However, children are not always as motivated and interested in their learning as possible. Staff take children to the library to take part in group activities. They meet other children, join in with singing, practise their physical skills and learn to share and take turns. Older children demonstrate their good understanding of the setting's expectations. Their behaviour is good and they recognise and follow routines well. They help to set the table for meals and show others how to follow appropriate handwashing routines. Children gain confidence, self-awareness and an understanding of their own needs.

p.3

Outcomes for children require improvement

Educational programmes are not effectively implemented to support individual children in making good progress. Children are not sufficiently helped to gain all the necessary skills and knowledge they will need when they are ready for the move on to nursery or school. However, children are learning through their play. Staff help toddlers to concentrate and remain interested as they lead their own play, using building bricks. Toddlers' self- confidence and self-awareness are promoted as they join in with actions to familiar songs.

p.3

Setting details

Unique reference number EY436035 Local authority Wolverhampton Inspection number 995912 Type of provision Full-time provision Day care type Childcare - Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 1 - 10 Total number of places 32 Number of children on roll 27

p.4

Name of provider

Date of previous inspection 23 June 2014

p.4

Telephone number

Shining Stars Children's Services was registered in 2011. The setting employs 8 members of childcare staff. Of these, five hold appropriate early years qualifications; two at level 3, two at level 2 and three are unqualified. The provider holds an early years qualification at degree level. The setting opens from Monday to Friday, all year round. Sessions are from 6.30am until 8pm and overnight care is available. The setting supports children who speak English as an additional language.

p.4

Telephone number

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.4

Telephone number

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.4

Telephone number

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 reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

Telephone number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

Telephone number

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

p.5