Cambridge Children's Centre

Cambridge Children's Centre Cambridge Road, Bootle, Merseyside, L20 9LQ

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Inspection date

Previous inspection date 18 December 2017 6 June 2017

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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 management and staff have high expectations of what children can achieve. They support all children to acquire the skills they need for future learning. This includes children who have special needs and/or disabilities, and those who speak English as an additional language.  Staff regularly seek the views of children and parents and this information is used effectively to set priorities and drive ongoing, targeted improvement.  Staff use robust systems to assess the progress that each child is making. They promptly identify any gaps in children's learning and seek additional support when needed.  Staff establish effective care practices and routines. Children's physical and emotional well-being is promoted very well. They are confident, self-assured and thoroughly enjoy their time at the centre.

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It is not yet outstanding because:

 Staff do not maximise opportunities to engage parents in their children's learning, and provide ongoing support to promote children's learning at home.  The management team has not fully evaluated the effectiveness of the new methods recently introduced to promote children's communication, language, personal, social and emotional development skills.

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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

 build on the methods used to engage parents in their children's learning, and provide ideas for activities to carry out at home  evaluate and monitor the effectiveness of the new strategies recently put in place, to promote children's personal, social, emotional, and communication and language skills.

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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 children and staff during the inspection.  The inspector completed a joint observation with the centre manager.  The inspector held meetings with the centre manager and nominated person. She looked at relevant documentation and evidence of the suitability of staff working in the setting.  The inspector spoke to a number of parents during the inspection and took account of their views.

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Effectiveness of the leadership and management is good

The arrangements for safeguarding are effective. Staff are committed to their role and responsibilities in keeping children safe. They have a robust understanding of how to recognise the signs and symptoms of abuse and neglect. Staff know the procedures to follow if they are worried about a child's safety or welfare. The manager uses robust methods to monitor the quality of staff practice. All staff are well qualified and undertake targeted training and professional development. Following training, staff use a range of effective methods to promote children's early mathematical and critical thinking skills. Staff form strong partnership working with other professionals to ensure consistency in children's care, learning and development. Additional funding is used effectively, for example, additional resources have been invested in to promote early language skills.

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Quality of teaching, learning and assessment is good

Staff work with parents to establish children's interests and what they already know and can do, from the start. This informs effective planning for what children need to learn next. Staff are skilful at tuning into children's interests and promoting their enthusiasm for learning. They give children plenty of time to think, respond to questions and encourage children's problem solving skills. Children experiment with the toy cars to see, which fit inside and roll down the tube. They work out how to use the construction blocks to build the train track so that it is level. Staff plan the environment with high-quality resources that stimulate interest, challenge and promote all areas of learning.

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Personal development, behaviour and welfare are good

Children arrive with enthusiasm and are greeted warmly by the welcoming staff. Staff are very-good role models and give gentle reminders of expectations. Children form a strong bond with staff and settle in very well. They are eager to invite staff and their peers to join in with activities and children play together cooperatively. They are confident and motivated to play and explore, and show a strong sense of belonging. Children develop growing confidence in their abilities, independence and self-care skills. They play with excitement, vigour and energy. Children balance on the wooden planks and negotiate around others with care as they pedal on the tricycles. They learn how to keep themselves safe and healthy.

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Outcomes for children are good

Children enjoy making choices and following their own ideas. They are keen to try new things, have-a-go and experiment. Children enjoy good relationships with staff and their peers and behave very well. They develop strong independence and social skills, and are confident to share their ideas and opinions. All children are making good progress, given their starting points and developing the skills and attitudes they need for thier eventual move on to school.

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Setting details

Unique reference number EY339800 Local authority Sefton Inspection number 1119325 Type of provision Full-time provision Day care type Childcare - Non-Domestic Registers Early Years Register Age range of children 0 - 5 Total number of places 56 Number of children on roll 119 Name of registered person Cambridge Nursery School Governing Body

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reference number

Date of previous inspection 6 June 2017 Telephone number 0151 282 5467

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reference number

Cambridge Children's Centre registered in 2007. The nursery employs 23 members of childcare staff. Of these, all hold appropriate early years qualifications to at least level 2, including two who hold early years professional status, six staff members hold a qualification at level 6, two hold a qualification at level 5 and ten hold a qualification at level 3. The nursery opens from Monday to Friday, all year round. Sessions are from 8am until 6pm. The nursery 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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