Sky High Achievers Ashton

Sky High Achievers Ashton 10 Taunton Road, ASHTON-UNDER-LYNE, Lancashire, OL7 9DR

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Inspection date

Previous inspection date 9 May 2018 30 October 2017

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Effectiveness of the leadership and management Requires improvement Quality of teaching, learning and assessment Requires improvement Personal development, behaviour and welfare Requires improvement Outcomes for children Requires improvement

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This provision requires improvement. It is not yet good because:

 Children have fewer opportunities to develop their literacy skills compared to other areas of learning. As a result, some children do not reach the levels expected for their age and stage of development.  Although children are allocated a named member of staff to care for them, this information is not shared effectively with parents.  Teaching is not consistently good. Some staff lack confidence with the assessments and planning. As a result, staff do not always take into account what children already know and understand.

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It has the following strengths

 The manager is passionate about making improvements and is working tirelessly to promote her vision. She has already made significant improvements but has not yet secured consistently good practice.  Children have an abundance of opportunities to learn about a healthy lifestyle. Most notable is the nursery menu. All meals, such as cod mornay, are nutritionally balanced and devoured eagerly by children. The nursery has deservedly achieved a healthy eating award.  Children benefit from lots of opportunities to learn about their environment. They care for plants in the garden area and nurture baby chicks, which have recently hatched.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage the provider must:

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Due Date

 ensure that the educational programme involves activities and experiences to help children learn and develop their literacy skills 30/05/2018

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Due Date

 improve the effectiveness of partnership working by making sure that all parents know the name of their child’s key person. 30/05/2018

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Due Date

To further improve the quality of the early years provision the provider should:

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Due Date

 improve the quality of teaching, assessment and planning, for example, by supporting the staff to develop the skills they need to enhance further children’s learning.

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Inspection activities

 This inspection was carried out following the risk assessment process.  The inspector observed the quality of teaching and the impact this has on children’s learning.  The inspector looked at children's assessment records and planning documents.  The inspector carried out a joint observation with the manager.  The inspector took account of parents' views of the nursery.  The inspector checked evidence of the suitability of staff working with children.  The inspector held meetings with the provider and manager.

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Effectiveness of the leadership and management requires improvement

Since the previous inspection there has been a period of turbulence, which has resulted in a decline in the quality of provision. The manager is working hard to secure improvements. She has recruited new staff and a newly appointed management team is now in place. These changes have provided much needed stability for staff and children. Parents are also overwhelmingly positive about the recent changes in management. Many comment that their children now love coming to nursery. However, improvements have not yet ensured consistently good practice and some weaknesses still remain. Safeguarding is effective. All areas of the nursery are safe and potential risks in the outdoor play area are minimised because staff are appropriately deployed. Staff work effectively with outside agencies to support children who need additional help.

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Quality of teaching, learning and assessment requires improvement

The quality of teaching and learning has been disrupted due to the recent staff changes. The manager has started to tackle this weakness by revising children’s assessments. However, some staff lack confidence using these assessments to plan meaningful activities that meet children’s individual abilities. Where teaching is particularly strong, children are engaged and demonstrate high levels of involvement. For example, staff provide resources, such as bricks and wild animals, which toddlers use to create a make believe zoo. Toddlers’ learning is extended as staff encourage them to count the bricks and make different animal sounds, which they do with gusto.

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Personal development, behaviour and welfare require improvement

Although a key-person system is in place, this information is not shared effectively with parents. As a result, some parents do not know who is looking after their child, which hinders the effectiveness of partnership working. Behaviour and safety are good. Children show respect for their friends as they take turns riding trikes in the outdoor play area. Staff are deployed appropriately and supervise children well. For example, a member of staff is always in the garden area, which ensures children’s safety as they climb on the wooden train. Children are provided with healthy meals and snacks, which helps them to understand the importance of healthy choices. Staff give children certificates for brushing their teeth at home, which further promotes their good health.

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Outcomes for children require improvement

Children do not make enough progress in literacy. This aspect of learning is not suitably challenging due weaknesses in teaching. Despite gaps in literacy, children make steady progress in other areas of learning. They are confident communicators and chat eagerly with their friends. Children have many opportunities for their voices to be heard, which helps them to understand democracy. Children used a voting system to decide the names for their baby chicks. As a result of their unanimous votes, the chicks’ names include Fluffy, Mummy Chick and John, which demonstrates their views are respected. Staff help children to be emotionally prepared for their transition to school. They have made links with feeder schools and talk to children about their new learning environment.

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Setting details

Unique reference number EY421454 Local authority Tameside Inspection number 1135101 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 40 Number of children on roll 51 Name of registered person PARAMOUNT CHILDCARE LIMITED

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reference number

Date of previous inspection 30 October 2017 Telephone number 0161 343 8072

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reference number

Sky High Achievers Ashton registered in 2011. The nursery employs eight members of childcare staff. Of these, one holds an early years degree, four hold appropriate early years qualifications at level 3 and one hold a qualification at level 2. The manager has early years professional status. The nursery opens Monday to Friday from 7.30am until 6pm, all year round. The nursery provides funded education for three- and four-year-olds.

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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

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

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