Dalesplay

Dalesplay Town Head, Hawes, North Yorkshire, DL8 3RQ

p.1

Inspection date

Previous inspection date 3 February 2017 12 May 2014

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

 The manager is a highly qualified, passionate early years practitioner. She works closely with the committee and her well-qualified team of staff to maintain high standards of care and education for all children.  Overall, teaching is very good. Robust systems are in place for the safe recruitment, induction and supervision of staff. They plan engaging activities that ignite children's interests. This helps all children to progress well from their starting points.  Parents are valued partners in learning. Staff make sure parents know what they can do to support children's learning at home. A range of resources which promote communication, language and mathematics are available for families.  Staff are excellent role models who have high expectations of children. They help children to develop good social skills. Children of all ages behave exceptionally well.  Staff work in strong partnerships with the school on site, other settings, professionals

p.1

This provision is good

and agencies. Good communication ensures that children are well supported as they move between learning environments.

p.1

It is not yet outstanding because:

 Although staff are reflective and evaluative practitioners, they are not yet focusing enough on assessing the impact of changes to their practice on outcomes for children.  Sometimes, staff do not encourage children to think for themselves and solve problems as they play.

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

 strengthen self-evaluation further and assess the impact of changes to practice on outcomes for children  extend opportunities for children that help them think about and solve problems for themselves.

p.2

Inspection activities

 The inspector took a tour of the setting.  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 setting manager.  The inspector held a meeting with the setting manager. She looked at relevant documentation and evidence of the suitability of staff working in the setting.  The inspector spoke to parents during the inspection, reviewed written correspondence from them and took account of their views.

p.2

Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff use risk assessments to reduce hazards. For example, they have recognised that when parents are dropping off and picking up at school, staff have less control over who is in the grounds. As a result, children are kept safe inside the setting during these times. Staff understand their role to safeguard children and know what to do if they have concerns about a child's welfare or development. Health and safety policies and procedures are in place and are evident in practice. Parents are signposted to services they need. Gaps in children's learning or specific needs are swiftly addressed. Less experienced staff are helped to develop a deep understanding of how children learn and develop. Training is used well to improve outcomes for children.

p.3

Quality of teaching, learning and assessment is good

Children are helped to make sense of the world around them. Outside, children stretch over into a planting box and harvest carrots. Staff encourage children to look closely at the vegetables and their leaves and compare their sizes and shapes. Other children send boats down a ramp in a water tray. Staff crouch beside the tray, offering children challenge and encouragement as they play. Inside, babies begin to take their weight, using walkers and the furniture to move around. Staff help to extend children's vocabularies with rich descriptive language. Younger children babble and begin to copy words and phrases they hear. Overall, older children ask and answer questions as they do puzzles and share stories. Regular observations are used to accurately assess children's individual needs. Staff celebrate children's achievements and share them on colourful wall displays. This helps children feel proud and parents know what children are learning.

p.3

Personal development, behaviour and welfare are good

Children of all ages sit together for meals and there is a real family feel during these times. The learning environment is well organised and promotes independence and personal choice. Children are very happy to seek out their favourite activities and use resources to enhance their play. Staff help children to demonstrate their unique creativity and wherever possible, ensure planned activities do not have a specific end result. Parents share information when children start in the setting and staff follow home-care routines. Staff get to know children well and help them settle and feel secure. Parents talk about how much they appreciate the way staff work flexibly and always feel welcome in the setting.

p.3

Outcomes for children are good

All children make at least good progress. Children who have special educational needs and/or disabilities are supported to make rapid progress from their starting points. Staff help children to develop the skills and knowledge to continue to progress well in school. Babies explore cosy spaces with increasing confidence. Older children use their imaginations as they engage in role play. Children learn to deal with their own care needs, follow hygiene routines and understand why. Children learn to celebrate similarities and differences.

p.3

Setting details

Unique reference number EY330700 Local authority North Yorkshire Inspection number 1060932 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 1 - 10 Total number of places 35 Number of children on roll 55 Name of registered person The Upper Dales Child Care Partnership

p.4

reference number

Date of previous inspection 12 May 2014 Telephone number 01969 667789

p.4

reference number

Dalesplay was registered in 2006. It is managed by a committee and is situated in the grounds of Hawes Community Primary School in North Yorkshire. The setting employs seven members of childcare staff. Of these, six hold appropriate early years qualifications at level 3. The manager has an honours degree in early years. The setting opens Monday to Friday from 8am until 6pm, all year round. The setting provides funded early education for two-, three- and four-year-old children.

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