Teapots

Teapots St. Charles RC Primary School, Moorside Road, Swinton, Manchester, Lancashire, M27 9PD

p.1

Inspection date

Previous inspection date 14 April 2016 15 June 2015

p.1

This inspection: Good 2

Previous inspection: Requires Improvement

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Children of all ages thrive in the club and are often reluctant to leave. They have a clear sense of belonging and confidently explore the indoor and outdoor spaces. These are well organised to allow them good levels of independence.  Children benefit from a good range of child-led activities and experiences. They make meaningful choices about what they play with and are very well supported by staff as they play.  Relationships are strong. Staff are supportive, warm and nurturing. Parents and children have high levels of trust in the long serving and consistent staff team that also works with the children in school and knows them well.  Children are learning the importance of socially acceptable behaviour. They are eager to help and often show high levels of care and concern for others.  Partnerships with the host school are strong. Information from teachers about children's progress is used to enhance fun activities at the club.

p.1

This provision is good

 Staff, led by the manager, regularly and effectively evaluate the quality of the provision. They access regular training and local information sessions to further develop their knowledge and skills so that the quality of their practice continually improves.

p.1

It is not yet outstanding because:

 The stimulating environment does not routinely provide opportunities for children to sit quietly to rest or relax after nursery or school.  Although partnership working with parents is strong, staff do not fully make the best use of opportunities to share with parents the individual support they offer to further promote children's progress.

p.1

What the setting needs to do to improve further

To further improve the quality of the early years provision the provider should:

p.2

What the setting needs to do to improve further

 explore more ways to enhance facilities for children to rest or relax in  enhance partnership working and keep parents better informed about the individual support provided for children in the setting.

p.2

Inspection activities

 The inspector observed activities indoors and outdoors, and assessed the impact this has on children's enjoyment and development. The inspector spoke to the staff and children at appropriate times throughout the inspection.  The inspector completed an evaluation of staff practice with the provider.  The inspector looked at relevant documentation, discussed the club's self-evaluation and plans for improvement, and viewed policies, procedures and evidence of the suitability of staff working in the club.  The inspector spoke to a selection of parents during the inspection and took account of their views through discussion and parental questionnaires.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Improved recruitment and vetting procedures show that all staff have been thoroughly checked by the provider. The highly qualified manager skilfully guides and supports the staff team, continually monitoring and reviewing practice. Together, they continuously evaluate their practice and the service they provide. They have a realistic view of their strengths and a clear focus for their priorities to secure further, ongoing improvements. Staff are aware of the indicators of abuse and can implement appropriate procedures should they have any concerns about a child in their care. Risk assessments are regularly reviewed and all potential hazards are minimised to ensure children can play safely. The manager and staff are very experienced and work very effectively as a team. The children's wellbeing and enjoyment are central to everything they do. Relationships with the host school are strong.

p.3

Quality of teaching, learning and assessment is good

Children benefit from a wide range of interesting and challenging experiences that naturally complements their time in nursery and school. The readily accessible play materials and activities stimulate children's independent learning. Children excitedly explore the familiar surroundings. Nursery children happily adapt as alternative resources are added to the nursery room. Children of all ages make meaningful choices and become fully absorbed in activities. They confidently practise and refine existing skills. They quickly dress in their chosen costume before playing imaginatively in their new character role. They talk enthusiastically about their plans for the evening and staff listen with interest, asking open questions to encourage lively discussions. Quieter children are very well supported by staff, who sit alongside them as they play. Staff gently extend activities and encourage children to access additional resources to enhance their experiences. One

p.3

Quality of teaching, learning and assessment is good

example of this is children making additional figures, furniture and flowers from dough to add to a house with small plastic figures. Children use small tools with increasing skill. They have good opportunities to develop their dexterity and small-muscle control. They paint, mould, pinch and shape dough, helping to support pencil control.

p.3

Personal development, behaviour and welfare are good

Good relationships with their key person and the small staff team help children form secure attachments. These provide a strong foundation for their well-being. Children move easily and happily between school and the club. They are excited and eager to play and explore. The caring and supportive environment helps children feel valued, safe and secure. Staff are sensitive to children's individual needs and work closely with parents and school staff to ensure these are well met. Children are confident, they make full use of the indoor and well-resourced outdoor space to have fun together. They develop physical confidence as they play with bats and balls, join group parachute games and enjoy climbing and balancing on the fixed equipment. Children are encouraged to make healthy choices and they add salad and fruit to their evening snack. They are learning how to keep themselves and others safe because staff provide meaningful explanations about

p.3

Personal development, behaviour and welfare are good

safety. Children behave well and the club supports them in developing the attitudes they need to continue to be good learners in school.

p.3

Setting details

Unique reference number EY303202 Local authority Salford Inspection number 1017923 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 3 - 11 Total number of places 30 Number of children on roll 60 Name of provider Susan Patricia Starkie Date of previous inspection 15 June 2015 Telephone number 07939521561

p.4

Setting details

Teapots was registered in 2005. The club employs five members of staff. Of these, two hold appropriate qualifications. The manager holds a relevant early years qualification at level 6. The club opens five days a week during term time only, with sessions from 8am to 8.50am and 3.20pm to 6pm.

p.4

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.4

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.4

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 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

Setting details

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

p.5

Setting details

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

p.5