R.A.S.C.A. (Royton After School Care Association)

R.A.S.C.A. (Royton After School Care Association) The Old Nursery, Radcliffe Street, Royton, Oldham, Lancashire, OL2 6RH

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Inspection date

Previous inspection date 9 February 2017 3 May 2016

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This inspection: Good 2

Previous inspection: Requires Improvement

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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

 The manager and staff team have worked extremely hard to address the actions raised at the last inspection. They have also enhanced many other aspects of their practice. Staff are fully committed to their role as childcare practitioners and have a shared vision of how they intend to improve the setting further.  Staff's interaction with children throughout the setting is good and in some instances outstanding. Children demonstrate high levels of engagement and successfully build on the skills they are learning at school. Staff skilfully support younger children to develop a positive attitude to help them prepare for future learning.  Children demonstrate strong emotional attachments with their key person. Staff are sensitive and caring and ensure that children's physical and emotional needs are consistently met to help promote their self-esteem and welfare.  Overall, partnerships with parents are good. Effective systems are used to exchange

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This provision is good

information about children's activities and experiences and help to promote good consistency and continuity for the children.

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It is not yet outstanding because:

 Staff do not fully make the best use of the outdoor area to enhance experiences for children who prefer to play outside.  Self-evaluation, although effective in supporting the development of childcare practice, does not yet fully include the views of parents.

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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

 enhance the outdoor play area and provide further opportunities for children who prefer to play outside to investigate and explore  extend the arrangements for self-evaluation and consistently include the views of parents to help identify areas for further improvement.

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Inspection activities

 The inspector observed children and staff engaging in activities in the indoor playrooms.  The inspector spoke to the manager, staff and children at appropriate times during the inspection.  The inspector held a meeting with manager. She looked at relevant documentation, such as a sample of policies and procedures, risk assessments and evidence of the suitability and qualifications of staff working in the setting.  The inspector took account of the views of parents spoken to on the day of the inspection.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff create a culture of vigilance where safety and welfare are promoted well. They have a secure understanding of the procedures to follow in the event of a child protection concern or an allegation made against a member of staff. Robust recruitment procedures help to ensure that staff are suitable to work with children. Security systems, such as closed circuit television cameras, staff deployment and checking the identification of visitors, are effective. This helps to ensure children are well protected from unwanted visitors and cannot leave the premises unsupervised. The majority of staff hold an appropriate early years qualification at level 2 and above. This, together with opportunities for further training, contributes significantly to good practice within the setting. The manager uses her knowledge, skills and expertise to guide, coach and support staff, and carries out regular supervision meetings to manage their performance.

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Effectiveness of the leadership and management is good

Staff establish open communication links with children's teachers from the start. They gather appropriate information to complement children's learning and development in the setting.

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Quality of teaching, learning and assessment is good

Children thoroughly enjoy their time at the setting. Staff are full of fun and enthusiasm, and this is imitated by the children, who are totally absorbed in their play and experiences. Children are involved in the planning process and make independent choices about what they want to do. Overall, staff provide a wide range of resources, activities and experiences based on children's interests. Children are full of excitement when they re- enact a story that they have been learning about at school. Staff skilfully ask children questions that help them to think and recall what happened in the story. Children eagerly pretend to stir porridge and explain that, 'The daddy bear's porridge was too hot, the mummy bear's porridge was too cold but the baby bear's porridge was just right'. Children tell staff, 'The baby bear's chair was broken and Goldilocks fell asleep in his bed'. This contributes to the good development of children's communication and language and

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Quality of teaching, learning and assessment is good

imaginative skills. Staff effectively encourage children to explore and investigate materials, such as shaving foam and dough. Children are confident communicators. They talk to staff and each other about what they are doing and share their experiences from home.

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Personal development, behaviour and welfare are good

Children are very happy and well settled in the setting. They develop a good understanding of the importance of adopting a healthy lifestyle. Children have the space and freedom to take part in physical exercise indoors. They enjoy playing football and team games, such as relay races. This helps children to learn to work together to achieve a common goal. Children confidently show off their muscles and sing songs about why exercise is good for their bodies. Staff encourage children to taste different foods and help them to make healthy choices. Children demonstrate their understanding as they say that bananas, pears, apples and mango are healthy foods. Staff are excellent role models and play alongside children, teaching them to understand how to share and take turns. This helps children to develop strong friendships and a secure understanding of acceptable behaviour.

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Setting details

Unique reference number 511718 Local authority Oldham Inspection number 1052767 Type of provision Out of school provision Day care type Childcare - Non-Domestic Registers Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Age range of children 4 - 11 Total number of places 60 Number of children on roll 52 Name of registered person Royton After School Care Association

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reference number

Date of previous inspection 3 May 2016 Telephone number 0161 620 1375

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reference number

R.A.S.C.A. (Royton After School Care Association) was registered in 1977. Out-of-school sessions are available from 7.30am until 9am and from 3pm until 6pm Monday to Friday, during term time only. The holiday club operates each weekday from 7.30am until 6pm during school holidays. The setting employs 12 members of childcare staff. Of these, eight hold an appropriate early years qualification at level 3, and two hold level 2.

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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

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

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