Kindergarten

Kindergarten Burnage Christ Church, 111 Burnage Lane, MANCHESTER, M19 2WH

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Inspection date

Previous inspection date 10 November 2016 27 January 2016

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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:

 The importance of children's attendance is not rigorously promoted with parents to ensure that children have prompt and regular attendance and therefore benefit in their learning.  There are limited opportunities for children to see their home cultures valued in the learning environment, and learn about the similarities and differences between themselves and others in wider contexts.  Occasionally, some group activities for younger children go on too long. As a result, all children are not fully engaged and interested to make the most of learning opportunities.  At times, staff do not give children time to respond to questions, which does not give children every opportunity to use and develop their emerging communication and language skills.

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It has the following strengths

 Staff have a friendly and caring manner. They establish good relationships with children using the key-person system. Generally, this has a positive impact on children's emotional well-being.  Staff are appropriately qualified and have completed some training through the local authority. For example, they have attended training about observations and assessments.  Staff provide close supervision and generally interact well with children. This promotes their confidence and adds value to their play.

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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

 strengthen the sharing of information with parents and help them understand the benefit of prompt and regular attendance in terms of the positive impact on their children's learning  improve opportunities for children to identify with their home culture and increase their self-esteem, and to learn about the similarities and differences between themselves and others  organise group activities more effectively to help all children to be highly engaged and make the most of the learning opportunities  give children every opportunity to use and develop their emerging communication and language skills more rapidly.

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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 carried out joint observations with the provider/manager and discussed these.  The inspector held meetings with the provider/manager and the local authority adviser.  The inspector looked at relevant documentation, such as the self-evaluation, action plans and evidence of the suitability of staff.  The inspector spoke with a selection of parents, children and staff and took account of their views.

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Effectiveness of the leadership and management requires improvement

Partnerships with parents do not promote children's prompt and regular attendance and ensure they benefit from continuous learning. As a result, some children's attendance is sporadic. However, generally, parents positively comment on the care and learning their children receive. Staff inform parents about their children's progress and daily activities. The manager reflects on the provision and works closely with staff to monitor children's progress. She has focused on and addressed previous actions and recommendations. However, this has resulted in gaps in other areas of practice. The manager is taking part in a local authority initiative to drive quality forward. She has recently started to strengthen strategies to monitor the quality of teaching, but the impact of these is not yet evident in terms of good outcomes for children. Arrangements for safeguarding are effective. Staff have a secure understanding of child protection issues and they know the

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Effectiveness of the leadership and management requires improvement

procedures to follow if they are concerned about a child's welfare.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching is variable. For example, at times, staff do not give children enough time to respond by using their developing language skills. Additionally, some group activities are not successfully organised to sustain the focus and engagement of younger children. Overall, staff know the individual children in their care and generally meet their needs. They use regular observations and assess children's progress. Staff encourage children's interests. For example, a recent interest in pirates led to them decorating a pirate ship. Children demonstrate an enthusiasm to learn and generally enjoy the activities on offer. For example, they happily experiment pouring water into various containers and learn about measure.

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Personal development, behaviour and welfare require improvement

Children's home cultures are not successfully reflected in their immediate learning environment. This does not fully promote their cultural identity in a meaningful way. Furthermore, this limits their opportunities to learn about the similarities and differences between themselves and others. Staff support children's behaviour well. They are positive role models and help children to learn about sharing. Children behave well and follow instructions to help keep them safe. Children enjoy fresh air and exercise to develop their physical skills. For example, they navigate their bicycles outdoors and play catch using hoops.

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Outcomes for children require improvement

Children make some progress from their starting points. However, children's attendance and aspects of teaching require improvement so that children are better supported to make good progress. Children demonstrate a keen motivation to learn and explore. They are sociable and play well together. Children develop their independence as they make choices and direct their own play experiences. These basic skills help prepare children for their future learning, such as school.

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Setting details

Unique reference number EY479209 Local authority Manchester Inspection number 1037814 Type of provision Sessional provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 2 - 4 Total number of places 25 Number of children on roll 8 Name of registered person Kindergarten (SKC) Limited

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reference number

Date of previous inspection 27 January 2016 Telephone number 07706 298631

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reference number

Kindergarten was registered in 2014. The setting employs three members of childcare staff, including the manager. Of these, two hold appropriate early years qualifications at level 3 and one holds level 2. The setting opens Monday, Wednesday and Thursday during term time only. Sessions are from 9am until 2pm. The setting provides funded early education for two-, three- and four-year-old children.

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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

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reference number

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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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