R.A.S.C.A. (Royton After School Care Association)

R.A.S.C.A. (Royton After School Care Association) The Old Nursery, Radcliffe Street, Royton, Oldham, Lancashire, OL2 6RH

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Inspection date

Previous inspection date 3 May 2016 11 June 2015

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Previous inspection: Requires Improvement

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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

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

 Staff do not accurately record children's actual hours of attendance to know who is present, so that they can keep them safe.  The quality of staff teaching is not consistently strong. Staff are not provided with the coaching and support they need to help raise their teaching to the highest level.  The balance of adult and child-led activities does not always meet the needs of children and, sometimes, prevents them from fully exploring and leading their own play.

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It has the following strengths

 Staff have formed secure partnerships with outside agencies, including with other settings children attend. This helps to promote continuity for their care and learning.  Staff promote children's independence and growing sense of responsibility. Children help make sandwiches and cut their own fruit at snack time. This helps to enhance their self-care and independence.  Children benefit from visits from external groups, such as a sports coach. These help to promote children's health and well-being.  Partnerships with parents are secure. Staff provide parents with regular updates about the progress their children make. This helps to support children's learning both in the setting and at home.

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What the setting needs to do to improve further

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

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Due Date

 maintain an accurate record of children's actual hours of attendance at all times 03/06/2016

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Due Date

 improve the coaching and support for staff to ensure teaching is consistently strong and of the highest level 03/06/2016

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Due Date

 review the planning of activities to help provide a more suitable mix of adult-led and child-led activities that help children to effectively engage in learning. 03/06/2016

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the manager and the provider. She looked at relevant documentation, such as policies and procedures, the setting's self-evaluation and evidence of the suitability and qualifications of staff.  The inspector spoke to a small selection of parents during the inspection and took account of their views.  The inspector spoke with staff and children at appropriate times throughout the inspection.

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Effectiveness of the leadership and management requires improvement

The recently appointed manager and the senior team have made some improvements since the last inspection. The use of precise improvement plans has started to help raise the quality of care and learning for children. The manager is steadily addressing the inconsistencies in staff's teaching. She is embedding regular supervision arrangements and observations of staff's teaching practice. Although this is beginning to bring about some improvements in staff's teaching, the support and coaching arrangements have not been given the highest priority to give them a secure understanding of what constitutes good teaching and how to improve their overall effectiveness. The arrangements for safeguarding are effective. The manager and staff have a secure understanding of the signs and symptoms of child abuse and of the correct reporting procedures. This helps to keep children safe from harm.

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Quality of teaching, learning and assessment requires improvement

Although the staff team is well qualified, the quality of teaching is not consistently strong. Not all staff use skilful questioning techniques or extend discussions with children to encourage them to think critically or communicate their thoughts and ideas. Staff have improved the quality and accuracy of children's assessment records, including the progress check for children between the age of two and three years. Generally, staff plan for children's future learning needs. However, at times, activities are heavily adult-led. These do not help children to remain focused, stay on task and explore fully the activities they enjoy. For example, staff encourage children to take part in frequent group times that are too long and some children lose interest and become a little distracted and disengaged in learning. Overall, children demonstrate their readiness for future learning and school. They learn to control their movements as they use tools to dig in the sand and make sculptures.

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Personal development, behaviour and welfare require improvement

Staff provide a safe environment for children to play in. Risk assessments are conducted daily both indoors and outdoors to identify and minimise any potential hazards. Children demonstrate they feel safe and secure. Although staff mark children's arrival in a daily register as they arrive throughout the morning, they do not include their hours of attendance. This means that they are not always aware of children's patterns of attendance, in order to keep them safe. Children are happy and confident. They have developed suitable emotional attachments to their key person. Generally, children learn to respect others and play cooperatively. Staff promote children's health. They enjoy fresh air and exercise in a well resourced and interesting outdoor area.

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Outcomes for children require improvement

Overall, children, including those with lower than expected starting points for their age, make typical progress in their learning. Effective use of pupil premium funding helps children benefit from the increased focus staff have placed on developing their mathematical skills. Children demonstrate suitable progress in this area of learning. For example, they demonstrate the ability to use positional language during activities.

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Setting details

Unique reference number 511718 Local authority Oldham Inspection number 1017802 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 2 - 11 Total number of places 60 Number of children on roll 75 Name of provider Royton After School Care Association Date of previous inspection 11 June 2015 Telephone number 0161 620 1375

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Setting details

R.A.S.C.A. (Royton After School Care Association) was registered in 1977. The setting employs 8 members of childcare staff, all of whom hold appropriate early years qualifications at levels 2 or 3. The setting opens from Monday to Friday for 50 weeks of the year. Out-of-school sessions are available from 7.30am until 9am and from 3pm until 6pm. Pre-school sessions are available from 9.15am until 3.15pm during term time. The setting opens from 7.30am until 6pm during school holidays for both the out-of-school club and the pre-school sessions. The setting provides funded early education for two-, three- and four-year-old children.

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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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