Northern College Children's Centre

Northern College Children's Centre Northern College, Wentworth Castle, Lowe Lane, Barnsley, S75 3ET

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Inspection date

Previous inspection date 26 January 2017 Not applicable

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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

 Leaders have excellent partnerships with other early years professionals and outside agencies. Priority is given to the sharing of accurate information. This helps to secure a consistently high level of support for children and families who need it.  Staff interact exceptionally well with babies and toddlers, and they are very focused on promoting their overall development. They constantly talk to babies about what they are doing and introduce new words and sounds. Staff babble back to the babies and repeat the sounds they make. This helps to promote children's speech and language skills.  Staff focus on making the transition to school as seamless as possible. They contact local schools, invite teachers into the setting and share appropriate information about each child they will be receiving. This helps to ensure any extra support that the children and their families need continues.  Any gaps in children's learning and development are identified quickly. The decisive

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This provision is good

action taken and the keen monitoring of the impact on children's development clearly demonstrate that gaps are steadily closing.

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It is not yet outstanding because:

 Leaders have not fully focused on raising the quality of teaching and increasing the potential for children to achieve rapid progress in their learning.  On occasions, older children do not have the time to represent their own ideas and think about where they may go with an activity before they are directed into another.

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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 professional development more effectively and increase the potential to raise the quality of teaching and achieve excellent outcomes for all children  help staff recognise when to give children time to think about what they are doing and represent their own ideas.

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Inspection activities

 The inspector observed the quality of teaching during activities indoors and assessed the impact this has on children's learning.  The inspector completed a joint observation with the manager.  The inspector held a meeting with the manager. She looked at relevant documentation, and evidence of the suitability of staff working in the setting. The inspector discussed the setting's self-evaluation.  The inspector spoke to a selection of parents during the inspection and took account of their views.  The inspector spoke to the children at appropriate times during the inspection.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff have a robust understanding of child protection and keep up to date with current safeguarding issues. They are very clear about the procedures they must implement to safeguard children. Recruitment of staff helps to ensure adults are suitable to work with children. The turnover of staff is low and staff work well as a team. Parents talk very highly of the quality of their children's care and learning, and welcome ideas provided to help them continue with their children's learning at home. Leaders are focused on the safety of children in all areas. They have successfully addressed concerns with the college about a smoking shelter that was situated outside the setting and it was subsequently removed.

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Quality of teaching, learning and assessment is good

The experienced and well-qualified staff make accurate and sensitive assessments of all children's progress. Parents are fully involved and are invited into the setting to discuss their children's development, including what they need to learn next. Children are physically active. They run hard and fast during an outside game, and skilfully avoid bumping into each other. Children count their jumps and rise to the challenge to jump higher and lower. Staff talk about the effect of exercise and get children to feel the change in their own heartbeat. Children join in activities that help them to refine their pronunciation. They learn about the wider world and a respect for others. Children make a dragon mask as they learn about Chinese New Year and use chopsticks to eat noodles.

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Personal development, behaviour and welfare are good

Staff make good use of the local grounds to widen children's experiences and support their learning. Children are valued and their work and photographs are prominently displayed. Staff are excellent role models. They allow children to try to resolve their own differences, giving support from a familiar person when needed. This helps children to learn how to cooperate with others. Key persons have excellent working partnerships with parents who are very reassured by the strong bond their children have developed with them. Babies and toddlers emotional development is constantly promoted through playful learning and lots of support and encouragement. They absolutely thrive on the freedom they have to explore; they enjoy cuddles and are provided a comfortable area that aids fitful rest and sleep. Children benefit from freshly cooked meals that cater for all dietary needs. Children learn the importance of exercise and good hygiene practice through their

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Personal development, behaviour and welfare are good

daily routines, for example brushing their teeth after meals.

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Outcomes for children are good

Children make good progress from their starting points and develop the skills they need for the next stage in their learning. Children are independent and well motivated. They become confident communicators and good listeners. Children make good use of an environment they find interesting. They enjoy early counting and problem solving. Babies walk along low-level furniture and with support they quickly develop the confidence to take independent steps. Babies repeat the simple words they hear and respond to their name being used.

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Setting details

Unique reference number EY482691 Local authority Barnsley Inspection number 994866 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 44 Number of children on roll 13 Name of registered person Northern College For Residential Adult Education Limited (The)

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reference number

Date of previous inspection Not applicable Telephone number 01226776011

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reference number

Northern College Children's Centre was registered in 2014. The setting employs 11 members of childcare staff. Of these, nine hold appropriate early years qualifications at level 3 or above. The setting opens from Monday to Sunday and all year round, except for the bank holidays, Easter and two weeks at Christmas. Sessions are from 9.15am until 5.30pm Monday to Saturday, and 9.15am until 1.30pm on Sundays. 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

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 .

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reference number

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

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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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