Bluebells Out Of School Club

Bluebells Out Of School Club 164 166, St Albans Avenue, Ashton Under Lyne, OL6 8TU

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Inspection date

Previous inspection date 10 October 2017 20 June 2017

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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 managers and staff team have worked hard to address the actions and recommendation raised at the last inspection. They have welcomed the support they have received from external professionals and acted on their advice.  Staff have a good knowledge and understanding of the learning needs of children that they care for. They observe them carefully in their play and accurately assess what they know and can do. Planning is effective and focuses on children's individual interests and the next steps in their learning. All children make good progress.  Key persons are extremely caring and sensitively respond quickly to children's individual care needs. These help to ensure that children remain comfortable and content, impacting positively on their health and well-being.  Partnerships with parents are very good. Effective systems are in place to exchange information about children's learning and help to build strong links between the setting

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This provision is good

and home. Parents are highly complimentary about staff and comment about how much their children enjoy attending and the good progress they make.

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It is not yet outstanding because:

 The managers do not effectively use information from the tracking of children's individual progress to monitor different groups of children to help identify weaker areas and close any gaps in achievement.  The process of self-evaluation is not sharply focused to identify precise targets for future development to help improve the quality of the setting.

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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

 strengthen the systems for monitoring the progress of different groups of children to help identify and address any weaker areas and close any gaps in achievement  enhance the process of self-evaluation to target precise areas for improvement to help raise the quality of the nursery to an outstanding level.

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Inspection activities

 The inspector observed the quality of teaching and the impact this has on children's learning.  The inspector spoke to staff and children at appropriate times throughout the inspection.  The inspector held a meeting with the manager. She looked at relevant documentation, such as safeguarding policies and procedures, children's records and evidence of the suitability and qualifications of staff working in the setting.  The inspector carried out a joint observation of a planned adult-led activity with the manager.  The inspector took account of the views of parents spoken to on the day of the inspection and from written feedback obtained by the manager.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff have a secure understanding of the referral procedures to follow should they have concerns about the safety or welfare of a child. They are confident to report any concerns about the behaviour of a member of staff to the appropriate professionals. Robust recruitment procedures help to ensure that staff are suitable to work with children. The managers use their good knowledge, skills and expertise to guide, coach and mentor staff. They carry out supervision sessions and appraisals to manage staff's performance. They provide a wide range of opportunities for professional development and training to help staff to further enhance their knowledge and skills. This has a positive impact on improving learning outcomes for children. Staff have close relationships with the schools and nurseries that some children also attend. Teachers from schools are invited into the setting to talk to key persons and meet children

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Effectiveness of the leadership and management is good

that are due to start school, contributing to good consistency and continuity of care and learning for children.

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Quality of teaching, learning and assessment is good

Children demonstrate high levels of engagement in activities. They persevere, concentrate and spend long periods of time at activities they enjoy. Babies have a wealth of opportunities to explore and investigate. They are fascinated when they put pom poms down a tube and squeal with excitement and anticipation as they wait for them to come out of the other end. Staff provide different types of activities to help children to develop good literacy skills. Staff skilfully provide them with resources and experiences that meet the individual learning needs of children of all ages and capabilities. For example, young children explore the texture of flour with their hands and fingers. Older children make marks in it with paintbrushes and pre-school children name the shapes that they can see in it. Children enjoy singing phonics songs, self-register on arrival and write their names. When children make spiders out of dough, they say, 'The spider needs eight legs, it has

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Quality of teaching, learning and assessment is good

seven, so it needs one more. It is big, has long legs and a small body'.

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Personal development, behaviour and welfare are good

Stay play alongside children to teach them how to share and take turns and learn the difference between right and wrong. They make excellent use of signs and symbols to enhance children's understanding of how their actions affect the feelings of others. Children behave well. Staff talk to children at mealtimes and snack times about food that is good for their bodies and helps them to grow big and strong. This helps children to develop a secure understanding of the importance of healthy eating.

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Outcomes for children are good

Children make good progress and achieve levels of development that are typical for their age. They learn to link sounds to letters they represent and show a good understanding of shape, measure, numbers and counting. Children gain a wide range of skills, abilities and attitudes that helps to prepare them well for their future learning and school.

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Setting details

Unique reference number EY499984 Local authority Tameside Inspection number 1108110 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 57 Number of children on roll 35 Name of registered person Victoria Winkley & Amanda Brooks Partnership

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reference number

Date of previous inspection 20 June 2017 Telephone number 0774277989

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reference number

Bluebells Out of School Club registered in 2016. The club employs nine members of childcare staff. Of these, one holds an appropriate early years qualification at level 5 and six at level 3. The club opens from Monday to Friday all year round, except bank holidays and one week at Christmas. Sessions are from 7.30am to 6pm. The setting provides full day-care provision and out-of-school provision.

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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

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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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