Kelloe Phoenix Centre

Kelloe Phoenix Centre Kelloe Community Primary School, Front Street, KELLOE, County Durham, DH6 4PG

p.1

Inspection date

Previous inspection date 17 November 2016 12 December 2012

p.1

This inspection: Good 2

Effectiveness of the leadership and management Good 2

p.1

This inspection: Good 2

Quality of teaching, learning and assessment Good 2

p.1

This inspection: Good 2

Personal development, behaviour and welfare Good 2

p.1

This provision is good

 Staff are well qualified and the quality of their teaching is good. They use their knowledge of child development well overall, to promote children's learning.  Children are motivated learners. They explore the learning environment, indoors and outdoors with confidence. They select their own equipment to direct their play.  Partnerships with external agencies are strong. The managers demonstrate a proactive attitude in working with other professionals involved with children. This maintains a joined-up approach in the care children receive.  Procedures for self-evaluation are good. The views of parents, staff and children are sought in order to identify areas for improvement. These support children's outcomes over time.  Children behave very well in the nursery. Staff help them to understand the routines of the day and appropriate boundaries within the environment.  Children are supported well when they leave the nursery and move on to school.

p.1

This provision is good

Effective partnerships with local schools help children to become familiar with their new teachers and ensure continuity in learning.

p.1

It is not yet outstanding because:

 Staff do not gather sufficient information about children's prior learning and attainment from parents when they first start at the nursery. This does not fully promote children's rapid progress from the outset.  Although staff supervision is mostly effective, it is not yet rigorous enough to raise the quality of teaching to an outstanding level across the nursery.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

 gather more information from parents about children's prior learning and attainment when they first start at the nursery  build on the systems for staff supervision that help raise teaching practice to an even higher level.

p.2

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 one of the nursery managers.  The inspector held a meeting with the managers of the nursery. She looked at and discussed relevant documentation, such as the nursery's self-evaluation and evidence of the suitability of staff working in the nursery.  The inspector spoke to parents and carers during the inspection and took account of their views.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. There is a comprehensive understanding among staff of how to keep children safe in the nursery. All staff know how to act and who to contact should they have any concerns about a child's welfare. All areas accessed by children in the nursery are safe. Ongoing risk assessments are effective in identifying and minimising any potential hazards. The managers monitor the educational activities well in the nursery. They spend time in each room ensuring tasks provided reflect children's interests and stages of development. Children's assessment information is analysed well by the managers. This identifies where individual children may require additional support or challenge in order to help them make good progress. Staff are supported, generally, well in the nursery. Most aspects of supervision are implemented well and they have access to regular training.

p.3

Quality of teaching, learning and assessment is good

Staff provide good opportunities that help children develop their exploration and investigation skills. They attractively display vast amounts of autumn leaves in large trays on the floor. Children pick the leaves up in both hands and enjoy the sensation of crunching them together. Staff support children to develop early reading skills. They read stories with enthusiasm and introduce children to new words in a skilful way. Very young children pick up their favourite books and instigate story time with their key person. They join in with key words, sustaining concentration throughout. Older children respond to books equally well. They extend their language skills by making comments when staff ask them questions about the story.

p.3

Personal development, behaviour and welfare are good

Children's physical health is supported well. They spend time playing in the outdoor area and enjoy occasional outings in their local area. Staff support children's emotional needs well when they show signs of tiredness or begin to feel unwell. They respond appropriately and share information effectively with parents at the end of the session. Very young children show good independence skills for their age. For example, in preparation for snack time they seek their own mat and place it on the floor. Older children show high levels of confidence in completing tasks for themselves. Staff encourage them to collect their own food at snack time. They quickly respond when asked to tidy equipment away at the end of the session.

p.3

Outcomes for children are good

Children make good progress in their learning and some make progress that is better than good. They are developing a good range of skills and knowledge required, in readiness for school. Younger children use their senses and begin to make sounds when they explore their environment. They show interest in objects that light up when they are handled and watch in awe as they change colour. Two-year-old children develop mathematical skills when they play. They repeat words, such as one, two, three, when they play with wooden blocks. Older children recognise numbers and count with confidence when they complete number jigsaws.

p.3

Setting details

Unique reference number EY369584 Local authority Durham Inspection number 1059784 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 54 Number of children on roll 72 Name of registered person Kelloe Phoenix Centre Ltd

p.4

reference number

Date of previous inspection 12 December 2012 Telephone number 0191 377 1739

p.4

reference number

Kelloe Phoenix Centre was registered in 2008. The nursery employs 12 members of childcare staff. Of these, nine hold appropriate early years qualifications at level 3 or higher. In addition, one of the managers holds qualified teacher status. The nursery opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. This includes provision for after-school care. The nursery provides funded early education for two-, three- and four-year-old children. The nursery supports children who have special educational needs.

p.4

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.

p.4

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.

p.4

reference number

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence/, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.5

reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

p.5

reference number

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

p.5