Barnardo's Learning Together

Barnardo's Learning Together 10-12 Wampool Place, WIGTON, Cumbria, CA7 9SA

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Inspection date

Previous inspection date 20 October 2016 18 February 2013

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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:

 The key-person system is not always effective, particularly at times of change, such as when new staff are assigned key children. Staff caring for children do not always have sufficient information about children's individual needs. Children are not fully supported to form secure attachments and develop emotional security.  The quality of teaching is variable across the staff team. Methods currently used to improve teaching are not yet effective. Some children do not make the best possible progress in their learning and development.  Provision for supporting children's understanding of the world is not good enough. Resources and activities relating to this area of learning, particularly when children are learning outdoors, are not well considered.

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It has the following strengths

 Managers are ambitious for the success of the setting. Weaknesses with the key-person system and teaching are now being tackled as a result of the recent changes to the leadership team. The setting now has a permanent leadership team in place following a number of staff changes. The revised leadership team has the capacity to make the necessary changes.  Staff promote a shared approach to children's learning. Parents receive regular information about their children's learning and are encouraged to share what they know about their children's development 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 the provider must:

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Due Date

 ensure the key-person system supports children's emotional well- being effectively, particularly during times of change, and ensure that staff caring for children have sufficient information to consistently meet their individual needs 10/11/2016

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Due Date

 implement more-effective methods to improve teaching and ensure that it is of a consistently high quality across the whole staff team 10/11/2016

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Due Date

 improve the educational programme for understanding the world and create more opportunities for children explore the world around them. 10/11/2016

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Due Date

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

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Due Date

 focus more precisely on providing an engaging and well-resourced environment for children who prefer to learn outdoors.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning, both inside and outside.  The inspector carried out joint observations with the deputy manager of the setting.  The inspector spoke to members of staff and children at appropriate times during the inspection and held a meeting with the manager and deputy of the setting.  The inspector took account of the views of parents spoken to on the day of the inspection.  The inspector looked at children's records, planning documentation, evidence of the suitability of staff and a range of other documentation, including policies and procedures.

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Effectiveness of the leadership and management requires improvement

Recent changes to the leadership team are beginning to drive up the quality and standards across the setting. However, this is yet to have a more positive impact on outcomes for children. Revised performance management of staff is leading to gradual improved practice. Staff receive regular supervision sessions and managers use their monitoring of practice to inform professional development plans. The arrangements for safeguarding are effective. Staff have a clear understanding of child protection procedures. They are well aware of the process to follow if they are concerned about a child's welfare. Partnerships with other professionals help to provide a consistent approach to children's care and learning. The manager monitors the progress children make, helping to identify gaps in learning and where additional support may be needed.

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Quality of teaching, learning and assessment requires improvement

Some staff demonstrate strong teaching skills and support children's learning well through purposeful, high-quality interactions. However, this is not consistent across the pre-school. For example, some staff do not always effectively engage with children during play to extend or challenge learning. Furthermore, the environment, particularly outdoors, is not sufficiently engaging in extending children's interest, particularly for those who prefer to learn outdoors. Children have too few opportunities to explore the world around them and use their investigative skills during their play outside. Staff make regular assessments of children's learning and use this information to inform planning. Funding is used well to target children's individual needs. Children who have special educational needs or disabilities are generally well supported. Intervention is sought from external agencies and services. Advice received is used to inform individual plans. However, this information is

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Quality of teaching, learning and assessment requires improvement

not always well known by their key persons in order to be used most effectively.

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Personal development, behaviour and welfare require improvement

Some staff do not have a full and thorough understanding of the needs of their key children. Learning and care arrangements are not always tailored effectively to ensure children form secure attachments and develop confidence. Children are encouraged to attempt tasks by themselves. For example, they learn to independently wash and dry their hands and serve themselves at snack time. Children behave well. They benefit from healthy snack choices and get lots of fresh air and exercise throughout the day. This helps to promote their physical health and well-being. Children explore and use their risk assessment skills. They walk along the low-level walls and navigate over the different surfaces outdoors, supported by staff who are close by and supervise them well.

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Outcomes for children require improvement

All children make progress from their starting points. However, the quality of teaching requires improvement so that all children make good or better progress. Most children communicate effectively and show good listening skills, following instructions attentively. Children develop literacy skills and have opportunities to write and make marks. Children demonstrate social skills as they play cooperatively alongside others, share and take turns. Children develop basic skills in preparation for school.

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Setting details

Unique reference number 317472 Local authority Cumbria Inspection number 1064075 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 2 - 4 Total number of places 20 Number of children on roll 12 Name of registered person Barnardo's

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reference number

Date of previous inspection 18 February 2013 Telephone number 016973 43870

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reference number

Barnardo's Learning Together has been registered since 2000. It is open from Monday to Friday, term time only. Sessions run from 9.15am to 12.15pm each day. The setting provides funded early education for two-, three- and four-year-old children. In total, four staff work with the children, all of whom hold relevant early years qualifications. The setting supports children who have special educational needs or disabilities.

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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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