Dawn To Dusk Club

Dawn To Dusk Club Morpeth All Saints First School, Pinewood Drive, Morpeth, Northumberland NE61 3RD

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Inspection date 27 September 2018 Previous inspection date 18 May 2015

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This inspection: Good 2

Previous inspection: Good 2 Effectiveness of leadership and management Good 2 Quality of teaching, learning and assessment Good 2 Personal development, behaviour and welfare Good 2 Outcomes for children Good 2

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The provision is good

n The manager regularly assesses the effectiveness of the learning environment, seeking the views of parents, staff and children. This information helps her to identify areas for improvement. For example, the manager has updated the assessment and planning procedures for a more effective system. n The manager and staff effectively monitor the progress the children make. Thorough tracking helps staff identify any gaps in the children's development. This enables them to plan children's individual next steps in learning to close those gaps. Children make good progress in their learning. n Strong key-person systems help children and babies feel safe and secure. This is demonstrated as children settle quickly and confidently explore the learning environment, displaying good social skills. n The manager has established strong relationships with the host school and nursery, sharing information with them regarding children's individual progress.

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It is not yet outstanding because:

n The manager and deputy manager have recently allowed their paediatric first-aid certificates to lapse. n The manager has not fully embedded effective performance management systems to specifically identify individual training needs that help raise the quality of teaching. n Occasionally, staff do not always consider children's ages and levels of understanding during group activities. Sometimes, activities last too long and the youngest children become a little fidgety.

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What the setting needs to do to improve further

To meet the requirements of the early years foundation stage and Childcare Register the provider must: Due date complete paediatric first-aid training in a timely manner to ensure this is maintained at all times. 17/11/2018

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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

n continue to build on existing performance management systems to help appraise, review and precisely identify further training needs n review group activities to ensure all children are fully engaged, taking into account their ages, interests and levels of understanding.

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What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during indoor activities and assessed the impact this has on children's learning. n The inspector spoke to parents on the day of the inspection and took account of their views. n The inspector spoke to staff and children at appropriate times throughout the inspection. n The inspector conducted a joint observation with the manager. n The inspector sampled and discussed a range of documentation with the manager, including first-aid certificates, safeguarding policies and procedures, and risk assessment procedures.

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Effectiveness of leadership and management is good

The manager and deputy manager have not ensured that they completed the required first-aid training prior to their current certificates expiring. However, as the manager has organised secure arrangements with the host school in the event of an accident, or a child requiring first aid, then there is no adverse impact on children's well-being. All staff are attending a course in the very near future. Despite this lapse, the manager has a good understanding of procedures to help keep children safe. For example, staff regularly update their child protection and safeguarding knowledge, and know who to contact should they have any concerns about a child's safety. Safeguarding is effective. Partnerships with parents are very strong. Parents are very complimentary about the care and support they receive. For example, they say that their children have settled quickly and that staff are 'absolutely fantastic'.

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Quality of teaching, learning and assessment is good

The manager works hard to adapt the learning environment so that all children, including those who have special educational needs and/or disabilities, make good progress with their learning. Staff extend children's interests well. For instance, children use toothbrushes and toothpaste to brush away pretend germs from their laminated sets of teeth. Staff read stories with great enthusiasm and intonation. Children listen intently and join in with the main storyline. They express themselves well and their communication skills are very good.

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Personal development, behaviour and welfare are good

The learning environment is warm, welcoming and bright. This is illustrated in the wonderful variety of artwork displays that adorns the nursery walls. Children's care needs are supported well. For example, staff sing nursery rhymes to babies as they are being changed, which positively supports their emotional well-being. Staff work well together and are supportive of each other. Consequently, children play cooperatively together and manage their emotions well. Behaviour is very good. Children enjoy healthy food during the day, such as a selection of fresh fruit for their snacks and a pasta dish for their lunch. Children enjoy singing simple songs. For example, they point to different body parts as they happily sing. During the morning registration song, staff ask individual children how they are feeling today. They reply, 'I am happy'. Staff frequently praise children's endeavours, which positively helps enhance their personal development.

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Outcomes for children are good

Overall, children concentrate for prolonged periods while they are absorbed in their activities. They are developing good mathematical skills. For example, when children place three pieces of cut apple together they say, 'It has made a triangle shape in the middle'. Overall, children make good progress and are developing the skills required for their future learning.

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Setting details

Unique reference number 301898 Local authority Northumberland Inspection number 10060140 Type of provision Full day care

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Childcare on non-domestic premises Age range of children 0 - 14 Total number of places 40 Number of children on roll 144 Name of registered person The Dawn to Dusk Club Ltd

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reference number

Date of previous inspection 18 May 2015 Telephone number 01670 513636

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reference number

Dawn To Dusk Club registered in 1995 and is situated in the grounds of Morpeth All Saints First School. There are eight members of staff. Of these, three members hold a relevant early years qualification at level 3 and above and two members hold a relevant early years qualification at level 2. The club opens Monday to Friday, all year round, from 7.30am to 6.00pm. The club receives funding to provide free 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.ofsted.gov.uk . 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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