Long Marton Children's Club

Long Marton Children's Club Long Marton School, Long Marton, Appleby-in-Westmorland, Cumbria, CA16 6BT

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Inspection date

Previous inspection date 20 January 2017 18 July 2013

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3

Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Good 2

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3

Personal development, behaviour and welfare Good 2

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This provision requires improvement. It is not yet good because:

 The provider has failed to notify Ofsted of a significant incident.  The provider has not used highly focused supervision meetings to help managers and staff extend their professional development, in order to maintain or build on their good quality teaching skills.  The provider has not implemented thorough procedures to evaluate the settings overall effectiveness and areas for improvement.  Staff promote very good conversational skills with children. However, there are times when they do not encourage children to think more deeply or to further advance their problem-solving skills.

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It has the following strengths

 Staff effectively observe children at play. Completed assessments clearly show the progress children are making. Overall, children are challenged appropriately and staff extend children's learning. Children make good progress in their learning and development.  Partnerships with parents are good. Parents comment on the warm and welcoming atmosphere and say the setting feels like a home from home. Staff share information daily and provide ideas for ways parents can contribute to learning at home.  Children behave very well and play together cooperatively. Effective strategies are in place to help children manage their emotions, feelings and behaviour and staff are good role models.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and the Childcare Register the provider must:

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Due Date

 gain a better knowledge and understanding of events and incidents that need to be notified to Ofsted. 03/02/2017

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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

 strengthen the systems for monitoring the quality of staff practice and identify further opportunities for professional development and help further improve the quality of teaching  evaluate the overall effectiveness of the setting and identify where improvements can be made  encourage and support children even further with helping them to develop deeper thinking skills that help them to competently solve problems independently.

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Inspection activities

 The inspector had a tour of the premises and observed where children play.  The inspector observed the quality of teaching during activities indoors and outdoors, and assessed the impact this has on children's learning.  The inspector spoke with staff and children during the inspection.  The inspector completed a joint observation with the nursery manager.  The inspector held a meeting with the nursery manager and provider. She discussed self-evaluation and other aspects of policy and practice.  The inspector looked at relevant documentation and evidence of staff qualifications, training and evidence of their suitability for working in the nursery.  The inspector spoke to a small number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management requires improvement

The provider failed to notify Ofsted of a significant incident that occurred, which is a requirement of the early years foundation stage. However, there is no impact on the safety and welfare of children. The arrangements for safeguarding are effective. Staff complete daily checks on the environment. Regular risk assessments help to minimise hazards and keep children safe. All staff are suitable to fulfil their role. They have a clear understanding of what to do should they have any concerns about a child's welfare. Staff receive annual appraisals and termly supervision meetings. These provide personal support for staff and promote the interests of children. However, they do not specifically look at training needs and help extend staff's teaching skills. Staff set clear actions to help improve aspects of the provision. However, the committee does not consistently ensure these are implemented or re-evaluated. This does not provide enough suitable support or

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Quality of teaching, learning and assessment is good

Staff are well qualified. They communicate well with all children, modelling language and introducing lots of new vocabulary. Dual-language signs and a wide range of books and resources help children to learn about the diverse world in which they live. Children are fascinated as they explore ice. Older children talk with staff about how the ice turns to water when it melts. Younger children feel the fake snow, letting it run through their fingers, enjoying the sensory exploration. The environment provides a wealth of opportunities for children to develop their physical and early literacy and numeracy skills. Staff encourage children to make marks and draw shapes in fine sand. Older children are challenged appropriately to write their name and make number lines using small-world objects, such as houses.

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Personal development, behaviour and welfare are good

Children show strong attachments with staff and confidently make requests and ask questions. They develop a strong sense of belonging. Children's physical and emotional well-being is successfully supported. Staff are gentle and supportive to younger children who are settling in. They effectively distract them and help them to become engaged in activities that interest them. Children know where to hang their coats and place their names at registration time. Children learn about maintaining healthy lifestyles. Staff teach children about making sensible food options and children learn about the effect that exercise has on their bodies.

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Outcomes for children are good

Children are confident, self-motivated and eager to learn. All children, including those who speak English as an additional language and funded children, make good progress in their learning and development. Children successfully acquire the skills necessary in preparation for school. They learn to recognise and write their own names, and they develop good early mathematical skills. For example, they experiment with different shape blocks and compare the size and weight of shells. Children take delight in playing the characters in stories, developing their imagination and storytelling skills.

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Setting details

Unique reference number 317553 Local authority Cumbria Inspection number 1060898 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 2 - 10 Total number of places 20 Number of children on roll 21 Name of registered person Long Marton Children's Club Committee

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reference number

Date of previous inspection 18 July 2013 Telephone number 01768361912

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reference number

Long Marton Children's Club was registered in 2001. It is attached to Long Marton Community School. The nursery employs four members of childcare staff. Of these, all hold appropriate early years qualifications at level 3. The nursery opens from Monday to Friday, term time only. Sessions are from 8am until 5pm. The nursery 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

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

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