The Red School

The Red School Queen's Hall Community Centre, School Green Lane, North Weald, Essex, CM16 6EJ

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Inspection date

Previous inspection date 9 November 2016 22 October 2012

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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

 Parents describe staff as supportive and approachable. They comment that they feel happy knowing that their child is in a home-from-home environment. Some parents particularly like the opportunity to take home learning resources to use with their child. Others feel that the staff's communication is awesome and that their attention to detail is impressive.  Children enjoy a wealth of opportunities to learn about and practise mathematics. Staff successfully use play situations to encourage children to count, use positional language and talk about shape. For example, at snack time some children recognise that a slice of banana is a circle.  Staff provide an environment that is warm and welcoming to children and their families. Key persons promote a good two-way exchange of information with parents and other settings children attend. This helps them to understand about the child's progress and gives them ideas about how they can actively support learning.

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This provision is good

 The provider ensures that effective, ongoing risk assessments are undertaken in all areas of the setting. This supports the identification of potential risks and enables the quick implementation of safety measures to protect children.  Children form close and trusting relationships with the provider and her staff. They talk to them as they play and look to them for support and comfort when needed.

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It is not yet outstanding because:

 In their enthusiasm, some staff step in too quickly during activities to redirect children's learning. This does not always allow children sufficient time to persevere at tasks and work things out for themselves.  Staff do not yet provide a more varied range of experiences and resources to promote children's understanding of people, families and communities different to their own.

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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

 support children more effectively as they develop their skills in perseverance and independent learning  provide more opportunities for children to learn about and reflect on people and communities different to their immediate experiences.

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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 evaluation of an activity with the provider.  The inspector held discussions with the provider, children and staff. She looked at relevant documentation, such as self-evaluation and evidence of the suitability of those 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

The arrangements for safeguarding are effective. The provider and her staff team have completed training in child protection and are aware of their roles and responsibilities. They know how to recognise the possible signs of abuse and what action to take to protect children in their care. The arrangements in place for staff recruitment are secure. All staff are vetted to ensure they are suitable to care for children. Staff undertake appropriate training to improve the skills identified at supervision meetings. Staff ensure that children are provided with close supervision and that they are on hand to support their learning. The provider ensures that the views of parents, children and staff are taken into account as part of her plans for continuous improvements.

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Quality of teaching, learning and assessment is good

Staff observations and assessments of children's progress are used to effectively plan to meet their individual learning needs. Children using the role play resources show their clear understanding of the world. They act out real and imagined experiences, such as getting ready and then taking their baby to the beach. Communication and physical skills are supported well by staff within children's daily routines and activities. Staff know how to encourage children to listen and take part in conversations. They draw them into discussions that interest them. For instance, they ask them about what they are doing as they play with small-world vehicles. Children use their physical skills to push along and steer a digger as they scoop up wood shavings. They fill a small bucket with the shavings and lift it to find out if it is heavier or lighter than a bucket of stones. Children show delight and surprise when they discover that even when their bucket is full, the stones are

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Personal development, behaviour and welfare are good

Behaviour management is good. Staff provide clear guidance to help children learn about sharing and taking turns. Children enjoy being able to make independent choices about what to play with from a wide selection of interesting toys and exciting activities. At times, children can also choose to play indoors or outside. This gives them the chance to spend time in the fresh air, supporting their well-being. Staff help children learn about foods that are good for them through discussion. Children are encouraged to extend their tastes by trying different foods, such as pitta bread. Children sometimes help make food for snacks, such as pancakes. Young children are prompted to wash their hands at pertinent times and older children do so independently, helping to promote their good health.

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Outcomes for children are good

All children, including those who speak English as an additional language, are making good progress in their learning. Children show good focus and concentration as they engage in activities that spark their interest. Older children become involved in imaginary play outdoors. They become engrossed in their game and begin to make up stories about being chased around the garden. Children are effectively gaining the vital skills that they need to enable them to move on to the next stage of learning or in preparation for starting school.

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Setting details

Unique reference number EY447052 Local authority Essex Inspection number 1060235 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 30 Number of children on roll 25 Name of registered person Helen Jane Gould

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reference number

Date of previous inspection 22 October 2012 Telephone number 07759816833

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reference number

The Red School was registered in 2012. The setting employs six members of childcare staff, all of whom hold appropriate early years qualifications at level 2 or above, including the provider who has a Foundation Degree in Early Years and Childcare. The setting opens Monday to Friday, from 9am until midday, during term time only. There is also a lunch club that operates from midday until 1.15pm, on Monday, Tuesday and Friday. The setting provides funded early education for two-, three- and four-year-old children. It currently supports a small number of 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

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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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