Mountain View Child Care

Mountain View Child Care St. Josephs RC School, Mountain View, COCKERMOUTH, Cumbria, CA13 0DG

p.1

Inspection date

Previous inspection date 11 September 2017 16 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

 Managers and leaders are ambitious for the success of the nursery. Staff receive good support through regular supervisions and customised training opportunities, to enhance their knowledge and skills. A culture of reflective practice is firmly embedded among the whole staff team and includes the views of children, parents and others.  The well-qualified staff work together very well. Their strongly promoted teamwork philosophy is filtered through their good teaching. This contributes towards children working together with others to achieve a common goal.  Children form secure emotional attachments with their key person. They are confident to separate from their parents and enjoy the warm welcome provided. Staff's positive encouragement inspires children to adopt a 'keep calm and have-a-go' attitude.  Partnerships with parents are superb. Staff share every element of children's learning and progress in a variety of ways to engage all parents. They welcome parents to share

p.1

This provision is good

children's achievements and provide ideas to help extend children's learning at home.  Staff are in tune with what children know and enjoy. They use this information, together with information from accurate assessments, to engage children in fun experiences that support what they need to learn next. Children make good progress.

p.1

It is not yet outstanding because:

 On occasions, staff do not fully involve children in expressing their own preferences and choosing their own resources for focused activities.  Staff do not provide enough opportunities for children to access technology resources more freely, to help them gain a superior understanding of how things work.

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 teaching and enable children to have opportunities to express their preferences and select resources for focused activities so that their learning is advanced to the highest levels  provide more opportunities for children to access technology resources more freely and extend their knowledge of how things work, particularly as a result of their own actions.

p.2

Inspection activities

 The inspector took account of the views of parents spoken to on the day of the inspection.  The inspector observed the quality of teaching and the impact this has on children's learning both indoors and outside.  The inspector held discussions with the manager, staff and children at appropriate times during the inspection.  The inspector conducted a joint observation with the manager during a planned activity.  The inspector looked at evidence of the suitability of staff, policies and procedures, and children's learning files. She viewed a record of staff qualifications and training, and the provider's self-evaluation documents.

p.2

Effectiveness of the leadership and management is good

Safeguarding is effective. Regular training and informative updates help to ensure that all staff have a very good understanding of the procedures to follow to protect a child's welfare. Comprehensive risk assessments are reviewed regularly. Staff check accident records in order to make changes and help minimise risks. Recruitment and induction procedures are robust. They contribute towards ensuring that staff are suitable and have a good knowledge of their roles and responsibilities. Effective tracking of children's learning swiftly highlights where early support is required. Staff work in close partnership with parents and other professionals to implement targeted learning plans that lead to improved outcomes for children.

p.3

Quality of teaching, learning and assessment is good

Overall, staff have high expectations for what children can achieve. They promote children's communication and language skills well through activities that link with their current interests. For example, staff read favourite stories from home and ask children a good range of well-posed questions to help enhance their speech and language skills. They use the illustrations in books to best effect, to share further information about famous landmarks, such as Big Ben. Staff help children to acquire a good knowledge of their wider world. Children use good physical skills to manipulate malleable materials to recreate real-life creatures, such as caterpillars that staff provide.

p.3

Personal development, behaviour and welfare are good

Staff are calm, sensitive and consistent in their approach to behaviour management. They promote children's social skills well. Inventions, such as the 'buddy bench', provide welcoming spaces where children learn to meet and make friends. Children adopt positive attitudes. They are keen to help with small tasks, such as setting tables for snack to develop independence. Staff use opportunities that arise from news articles to educate children about where their food comes from. Children enjoy planting fruits and vegetables outdoors in the fresh air and take interest when observing chicks hatching from eggs in an incubator. Staff teach children about the importance of highlighting dangers and keeping themselves safe. Transition on to school is seamless. Introductory story sessions and visits from older children who have moved on to school help children to prepare for what school is like.

p.3

Outcomes for children are good

All children make good progress and gain the skills they need for their next stages in learning. Children are very happy and show confidence. They engage with their peers and initiate conversations during play. Children take pleasure in being active, such as when negotiating an appropriate pathway around others when using wheeled toys. They recognise some numbers of personal significance when playing on areas, such as the number snake and show confidence when using equipment to measure.

p.3

Setting details

Unique reference number EY397234 Local authority Cumbria Inspection number 1102204 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 - 11 Total number of places 24 Number of children on roll 16 Name of registered person Mountain View Childcare CIC

p.4

reference number

Date of previous inspection 16 May 2014 Telephone number 01900 829 859

p.4

reference number

Mountain View Child Care registered in 2004. The nursery employs five members of childcare staff. Of these, four hold appropriate early years qualifications at level 3, including the manager who holds a qualification at level 5. The nursery is open Monday to Friday, from 8am until 6pm, during term time. The nursery 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