Rosedene Kader

Rosedene Kader Kader Academy, Staindrop Drive, Middlesbrough, Cleveland, TS5 8NU

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Inspection date

Previous inspection date 20 November 2017 20 February 2014

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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

 Staff are well qualified. The quality of their teaching is good. Overall, staff use their skills and knowledge of how children learn to plan interesting activities that help children to make good progress.  Partnerships with the host school are strong. Effective information sharing arrangements ensure children's learning is complemented when they attend both settings.  Regular opportunities, such as daily conversations and reviews, ensure parents are kept well informed of the progress their children are making.  Staff are supported well, through ongoing training and supervisory meetings, to improve the effectiveness of their teaching.  Children's behaviour is good. Staff help them to understanding age-appropriate boundaries and expectations in all areas of the setting.

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It is not yet outstanding because:

 Arrangements for sharing children's assessment information between staff are not highly effective. Staff supporting children, other than those in their key group, are not always fully aware of what children need to learn next to promote their achievements to the highest level.  Some activities provided for younger children are not precisely focused on their stage of development and level of understanding.

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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 arrangements for sharing children's assessment information between staff to ensure their learning is consistently built upon, to promote children's achievements to the highest level  support staff to consistently provide activities that are finely tuned to younger children's age and stage of development.

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Inspection activities

 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 manager and operational 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 and took account of their views.

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Effectiveness of the leadership and management is good

Safeguarding is effective. Staff have good knowledge of child protection issues and know what action to take if they are concerned about a child's welfare. Access to regular training ensures their knowledge is kept continually up to date. For example, staff have developed skills in identifying children who may be at risk of exposure to extreme views, and know what to do if they are identified. The manager maintains a good overview of educational activities, overall. This ensures most activities provided reflect children's current stage of development and interests. Effective systems are in place to review children's progress. This helps to identify any children who may require additional support from external agencies, if appropriate, to meet their individual needs. Data is used well to identify where improvements to practice can be made to support children's outcomes.

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Quality of teaching, learning and assessment is good

Staff make ongoing assessments of children's learning as they play. Staff use effective strategies, such as questioning, to support children to develop the skills they need to learn next. For example, when children engage in creative activities where they paint onto bubble wrap, staff encourage them to explore colour mixing. They ask children questions, such as 'What will happen if you mix the two colours together?'. Children respond well and enjoy finding out how colours can be changed. Support for children to develop their mathematical skills is good. Staff sit alongside children when they use resources, such as play dough. They encourage children to count and find out how many legs they have put on the spider that they have made.

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Personal development, behaviour and welfare are good

Children show good levels of confidence and motivation as they explore the learning environment, indoors and outdoors. Staff provide good levels of support, praising their efforts and encouraging them to explore new activities. Good quality information is gathered from parents when children first start attending. Parents comment that information about children's medical requirements or individual learning needs is managed sensitively, and children receive the help and support they need. Parents appreciate the high-quality communication they have with staff to support their children's needs. Very good opportunities are provided for children who prefer to learn outdoors, where they benefit from playing in the fresh air. Staff set up stimulating areas outside to extend children's learning.

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Outcomes for children are good

Children make good progress in their learning. Children develop a good range of skills that prepares them well, in readiness for their move on to school. Younger children use felt-tip pens to draw circles. They show good levels of concentration and begin to develop confidence in their abilities. Older children show an interest in using technology, such as cameras and know how to take pictures by pressing the correct button.

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Setting details

Unique reference number EY469571 Local authority Middlesbrough Inspection number 1102799 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 - 10 Total number of places 36 Number of children on roll 45 Name of registered person Rosedene Nurseries Limited

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reference number

Date of previous inspection 20 February 2014 Telephone number 01642 835017

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reference number

Rosedene Kader registered in 2013. The setting employs six members of childcare staff. All staff hold appropriate early years qualifications at level 3, including the manager who also holds early years professional status. The setting opens from Monday to Friday, term time only. Sessions are from 7.45am until 5.45pm. 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

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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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