Alexandra Park Childrens Learning Community

Alexandra Park Childrens Learning Community Montgomery House, Demesne Road, Manchester, M16 8PH

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Inspection date

Previous inspection date 4 July 2018 Not applicable

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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 Outstanding 1

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This provision is good

 The atmosphere of the setting is relaxed, friendly and welcoming. Children's opinions are treated with high regard and they are truly valued as individuals. Care routines are highly individualised. Children show remarkable confidence, they are self-assured and have extremely secure attachments with staff.  Partnerships with parents are strong. There is an effective two-way flow of information shared on a regular basis. Various opportunities are embraced to involve parents in the setting. For example, parents and children help to care for the chickens at weekends.  Well-qualified staff demonstrate good teaching skills. Staff complete regular and accurate observations and assessments and they understand how to plan for children's next stage in learning, skilfully identifying children's interests. All children make good rates of progress and are developing the skills they need for school.  Opportunities for children to develop their independence are embedded throughout the

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This provision is good

setting, in particular during care routines. For example, younger children use steps to access nappy changing stations and older children help to serve meals and snacks.

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It is not yet outstanding because:

 Managers have systems in place for the supervision and monitoring of staff practice. However, systems are not yet rigorous enough to help to raise all aspects of staff practice to an outstanding level.

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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 and evaluating staff practice, in order to help to raise the overall quality to an outstanding level.

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Inspection activities

 The inspector observed the quality of teaching in across all age groups and assessed the impact this has on children's learning.  The inspector observed two sessions and jointly evaluated the teaching with the deputy manager and the settings artist.  The inspector held discussions throughout the inspection and held a meeting with the senior management team. She held a meeting with a local authority advisor. She viewed a range of documentation, including children's records and checked evidence of the suitability of staff working on the premises.  The inspector spoke to staff and children at appropriate times during the inspection.  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

Managers closely monitor children's progress. They swiftly identify children that may need extra support and work with staff to focus on these areas. This helps them to provide timely interventions. Safeguarding is effective. A high percentage of staff hold a paediatric first-aid qualification. Staff are deployed well across the setting and supervise children well. Risk assessments are completed and children are involved in the process. This helps children to understand how to keep themselves safe. Staff recognise the potential indicators of abuse and are confident in reporting procedures. Managers have high expectations and develop action plans to help them to drive forward the quality. For example, they have recently worked hard to develop relationships with the local primary schools. This helps them to prepare children for their transition to school. Recruitment and vetting procedures are robust. Staff benefit from a comprehensive induction. Overall, this

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Effectiveness of the leadership and management is good

helps them to become familiar with their roles and responsibilities.

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Quality of teaching, learning and assessment is good

Staff encourage younger children in looking at their reflections in safety mirrors. Children are curious as they explore their images and look behind the mirror to try to make sense of what they see. Staff model the names of children's facial features. This helps them to develop self-awareness and also helps them to extend their vocabulary. Staff working with two-year-old children offer them paper, water and paints. Children excitedly take off their shoes and socks and are eager to step in paint and create footprints. They practise their balance and coordination as they watch the effects they make with their feet. Three-year- old children enjoy working together as a team. They create a large circle with a variety of different objects. Staff support them to make predictions about how many they have and may need to complete the task. This helps to extend children's mathematical learning.

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Personal development, behaviour and welfare are outstanding

Exceptional thought and consideration has been given to creating the highly stimulating environment. Outside has many exciting areas where children explore under close supervision. For example, children have helped to make a pond and rest in a swinging hammock. Children's behaviour is superb. Staff coach children to manage their feelings and they show an excellent levels of empathy for each other from a young age. Children's physical well-being is expertly supported. Children benefit from a healthy diet and two- year-old children show a deep understanding of the reasons for handwashing.

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Outcomes for children are good

Children who speak English as an additional language develop good speaking skills and children also grasp a good understanding of Spanish. Three-year-old children engage in imaginary play. They confidently introduce their ideas and act out roles from their experiences. Children engage well in play for extended periods of time in relation to their age and show good levels of concentration and motivation.

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Setting details

Unique reference number EY500710 Local authority Manchester Inspection number 1055017 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 123 Number of children on roll 144 Name of registered person MPECC Limited

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reference number

Date of previous inspection Not applicable Telephone number 01612268080

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reference number

Alexandra Park Childrens Learning Community re-registered in 2016. The setting operates Monday to Friday, 7.30am until 6pm, all year round, with the exception of bank holidays. There are 27 members of childcare staff employed at the setting. Of these, one member of staff is a qualified early years teacher, nine members of staff hold qualified teacher status, six members of staff hold an appropriate qualification at level 6, four at level 3 and four are currently studying for an apprenticeship. The setting is an English/Spanish bilingual community and they follow the Reggio Emilia approach. The setting provides funded early years 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

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 .

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reference number

Interested in our work? You can subscribe to our website for news, information and updates at www.ofsted.gov.uk/user.

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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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