Childrens Care Services (CCS)

Childrens Care Services (CCS) C C S, 15-19 Falsgrave Road, Scarborough, YO12 5EA

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Inspection date

Previous inspection date 18 August 2016 Not applicable

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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 leadership and management team are fully committed to their role. They have a wealth of experience and use their skills effectively to lead and manage the setting. The quality of provision is consistently strong.  All groups of children make good progress toward the early learning goals. Additional funding, such as the Early Years Pupil Premium is used well. For example, additional resources and teaching strategies are successfully used to support children's communication, physical, social and emotional development.  Relationships at all levels in the setting are excellent. Staff work well with each other and with parents. Information is regularly exchanged about children's learning at home and in the setting. This helps everyone involved to support children to make the best possible progress.  Children behave very well. Staff use consistent rules and routines which are well established and familiar. This helps children to feel safe, secure and thrive in the

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It is not yet outstanding because:

 At times, self-evaluation procedures identify too many targets for improvement. This means that leaders and managers do not always focus enough on key areas for development to secure the best possible outcomes for children.  The leadership and management team have not identified how they can support staff even further to raise the overall quality of teaching to an even higher level.

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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

 streamline self-evaluation procedures to focus more precisely on key areas to drive continual improvement and secure the best outcomes for children  provide staff with continued professional development opportunities that focus more precisely on raising the quality of teaching to an even higher level.

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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 early years professional.  The inspector held a meeting with the managers. She looked at relevant documentation, such as children's development records, the setting's self-evaluation and evidence of the suitability of staff working in the setting.  The inspector spoke to parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

Staff have developed highly effective relationships with other providers. They regularly meet and work together on projects to enhance different aspects of early years practice. One example of this is how settings have adopted a consistent approach to developing children's awareness of rhythm and rhyme. This collaborative work helps to support children as they move on to school. Arrangements for safeguarding are effective. New staff complete a rigorous recruitment and induction process. Managers continue this support through regular and effective supervision meetings. This helps to ensure that staff are suitable and well equipped to carry out their roles and responsibilities. The Local Safeguarding Children Board procedure is embedded in policy and practice. This helps to ensure that everyone working in the setting knows how to respond if they have concerns about a child's welfare.

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Quality of teaching, learning and assessment is good

Staff regularly observe children's play and learning and make accurate assessments of current achievements. Leaders and managers then analyse this information to identify where progress is slower than expected. Staff adapt their teaching to ensure that specific areas for development are given prominence to close gaps in learning. Staff work well to promote children's communication and language skills in English and in their home language. They learn basic words, provide dual language signs, notices and books that children can access. Babies are encouraged to babble and experiment with sounds and words as they communicate with staff and each other. Staff sing with children at every opportunity. They develop a wide repertoire of songs and rhymes which children eagerly join in with. Staff effectively support children to develop their mathematical understanding in fun and interactive ways. For example, children measure short periods of time by

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Quality of teaching, learning and assessment is good

counting to see how long each lap of their obstacle course takes.

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Personal development, behaviour and welfare are good

Staff work closely with parents and other professionals particularly when children's additional health, learning and care needs have been identified. This helps to ensure staff have all the information they need to promote children's health and well-being. Children enjoy a range of healthy and nutritious snacks and meals and are supported well to develop their understanding of good hygiene practices. Staff complete regular checks to ensure that all areas of the setting are safe to use. They manage transitions within the setting as they prepare children for what is coming next. Children have everyday opportunities to be physically active. Older children enjoy dance sessions provided by outside specialists. This helps to improve their coordination and concentration skills.

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Outcomes for children are good

Children make good progress and are well prepared for school. They respond well to instructions and listen effectively to adults and to each other. Children are developing their independence. They can see and help themselves to what they want and need, manage tasks and do things for themselves. Staff value children's opinions and they have a clear voice in the setting. Children have developed good levels of self-esteem and confidence.

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Setting details

Unique reference number EY484663 Local authority North Yorkshire Inspection number 1003351 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 70 Number of children on roll 830 Name of registered person Childrens Care Services (ccs)

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reference number

Date of previous inspection Not applicable Telephone number 01723 364552

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reference number

Childrens Care Services (CCS) was re-registered in 2015. The setting employs 20 members of childcare staff. Of these, 17 hold appropriate early years qualifications at level 2 to level 6, including one with early years professional status. The setting opens Monday to Friday, all year round, except for bank holidays and one week at Christmas. Sessions are from 8am until 6pm. The setting provides funded early education for two-, three- and four- year-old children. They support children who have special educational needs and children who speak English as an additional language.

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reference 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.

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reference 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.

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reference number

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

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