Skerne Park Academy

Uxbridge Early Years Centre 57 Park Road, Uxbridge, Middlesex UB8 1NN

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Inspection date 28 February 2019 Previous inspection date 3 August 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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This provision is good

n The manager monitors the quality of teaching and learning effectively. She guides staff practice well and provides good opportunities for them to develop their professional skills further. n Staff use the information gained from training to improve learning outcomes for children. For example, they have expanded the opportunities for babies and younger children to explore different materials and textures, to enhance their sensory and imaginative play. n Staff provide good support for children's emotional needs. The effective key-person system helps children to quickly form strong bonds with staff. Parents comment on how well the staff get to know their children and cater for their individual needs. n Children of all ages demonstrate high levels of independence and complete small tasks confidently and adeptly. For example, babies progress to using an open cup for drinking, toddlers learn to put on their coats for outdoor play and older children serve

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This provision is good

their own food and drinks at lunchtime. n On occasion, staff miss opportunities to promote children's thinking skills, for example, by giving them time to respond to questions or to work through problems independently. n Staff have not explored all ways to support children in making healthy lifestyle choices.

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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 make the most of opportunities to support children in developing their thinking skills n develop further the ways to help children understand and enjoy the benefits of a healthy lifestyle.

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What the setting needs to do to improve further

Inspection activities n The inspector observed a range of activities indoors and outdoors, and assessed the quality of teaching and its impact on children's learning. n The inspector had a meeting with the manager and nominated individual. She also explored the views of staff and children at intervals during the inspection. n The inspector took account of parents' views from discussions and their written feedback. n The inspector carried out a joint observation with the manager. n The inspector looked at a sample of documentation, including policies and procedures, staff suitability checks and children's learning records.

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Effectiveness of leadership and management is good

Safeguarding is effective. The provider has robust procedures for recruiting new staff and checking their suitability. There are good systems in place to help maintain a safe environment for children. Staff know the signs that may indicate a child is at risk from harm and how to report any concerns about children's welfare. The manager evaluates the provision well and makes effective plans to improve the quality of teaching and learning. There is a good focus on ensuring that children acquire the skills they need to make a successful start at school. Staff have developed strong links with local schools in order to share information about children. This helps to ensure that their welfare and learning needs are met when they leave the centre.

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Quality of teaching, learning and assessment is good

Staff are consistently engaged with the children, and support and guide their learning well. They observe the children regularly to identify what they need to learn next and plan a good range of stimulating and enjoyable activities. Staff are skilled at promoting children's language development. For example, they provide focused activities, which concentrate on strengthening specific skills, such as listening, understanding and speaking. Staff work closely with parents and other professionals to support children with special educational needs and/or disabilities (SEND), helping them to achieve as much as they can. Staff effectively promote children's early literacy skills. For instance, older children enjoy acting out favourite tales, as a way of learning about the structure and language of stories.

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Personal development, behaviour and welfare are good

Children demonstrate a secure sense of belonging and emotional well-being in the centre. Staff are good role models and promote respect and tolerance towards others. They help children to learn about different people and communities, for example they celebrate a range of religious and cultural events. Staff guide children's behaviour well and foster children's awareness of each other's needs and feelings. For instance, they discuss the emotions of characters in stories and encourage the children to empathise with them. Children's behaviour is good. Staff teach children good hygiene routines, such as washing their hands before eating and after using the bathroom. Older children become confident and capable at following these routines independently.

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Outcomes for children are good

Children, including those who receive additional funding, those who are learning English as an additional language and children with SEND, make good progress, given their individual starting points and abilities. Children enjoy being active and relish the opportunities to play outdoors in the centre's garden. They show good physical skills as they practise large- and small-muscle movements, such as when running, climbing, drawing and constructing. Children develop important mathematical skills, such as learning to count and recognising numbers, and exploring how shapes fit together.

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Setting details

Unique reference number 139195 Local authority Hillingdon Inspection number 10063689 Type of provision Childcare on non-domestic premises Registers Early Years Register Day care type Full day care Age range of children 1 - 4 Total number of places 33 Number of children on roll 48 Name of registered person London Borough of Hillingdon

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reference number

Date of previous inspection 3 August 2015 Telephone number 01895 232539

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reference number

Uxbridge Early Years Centre registered in 1970 and is located in Uxbridge, Middlesex. It is open Monday to Friday from 8am to 6pm for most of the year. The provider employs 10 members of staff, all of whom hold relevant childcare qualifications at level 6 or level 3. The centre receives funding to provide free early education for children age two, three and four years.

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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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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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If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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

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