Lighthouse Centre

Lighthouse Centre Sandy Lane, Chorlton, Manchester, Lancashire M21 8TZ

p.1

Inspection date 19 March 2019 Previous inspection date 1 June 2016

p.1

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

p.1

This provision is good

n The dedicated and enthusiastic management team show a good commitment to improving outcomes for children. This is reflected in the motivated staff team who share their vision of removing barriers to learning. Children have a strong sense of belonging and thoroughly enjoy their time at this good-quality setting. n The staff team provide children with personalised and exciting learning opportunities, which keep them interested to learn. Resources are plentiful and children confidently access toys that are of interest to them. n Self-evaluation helps to identify what the setting does well and what can be done to drive forward further change. Targets are devised with challenging goals and are monitored with great precision. The views of staff, parents and children are sought and fed into the development plans of the setting. n Children display good behaviour. Babies begin to learn that some of their actions may

p.1

This provision is good

have an impact on others. Older children are astute to the emotional well-being of their friends and regularly embrace one another with hugs and cuddles. n Partnership working is strong. Links with parents are rooted in trust and respect. Parents are extremely complimentary about the setting and the dedication of staff. n Transitions across the setting are supported very well. Staff skilfully help children to settle and feel secure in their new environment. Children develop positive attitudes towards their learning and are well prepared for their move on to school. n Overall, staff know children well and are aware of their stages of development. Activities are personalised and children make good progress from their unique starting points. n The management team has effective systems for tracking the progress of individual children but do not yet consistently review the progress made by different groups of

p.1

This provision is good

children, such as the most able children. n Staff miss opportunities to further develop children's critical-thinking skills during their play and learning.

p.1

What the setting needs to do to improve further

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

p.2

What the setting needs to do to improve further

n enhance the analysis of children's assessments to track and monitor the progress of a range of different groups, to target any specific interventions even more precisely n provide more opportunities for children to use their critical-thinking skills during their play and learning.

p.2

What the setting needs to do to improve further

Inspection activities n The inspector observed the quality of teaching during activities indoors and outdoors and assessed the impact this has on children's learning. n The inspector carried out a joint observation of a planned activity with the manager. n The inspector held a number of discussions with the management team. She looked at relevant documentation, including children's learning records, and reviewed evidence of the suitability of all persons working on the premises. n The inspector spoke to staff and children during the inspection and took into account the written views of parents and carers. n The inspector had a tour of the premises.

p.2

Effectiveness of leadership and management is good

The management team have a strong vision and passion to provide the very best of outcomes to children and their families. They demonstrate an unwavering commitment to drive forward change and have robust action plans in place. Staff receive the relevant support, guidance and coaching during supervisory sessions and appraisal meetings. Robust targets are set and are monitored by the manager. Staff attend regular training programmes and share best practice ideas with one another. Safeguarding is effective. All staff are aware of their responsibilities to keep children safe. They are aware of the signs, symptoms and indicators of possible abuse and neglect. They know the referral procedure and understand the steps to take if they have a concern about the conduct of a staff member.

p.3

Quality of teaching, learning and assessment is good

Children are enthusiastic learners who have good perseverance skills. They enjoy participating in a range of activities and show great delight while playing with one another. Babies are confident communicators and show good physical dexterity as they mount low-level play equipment. Older children display good literacy skills and become fascinated while reading their favourite stories. Pre-school children enthusiastically plant seeds and articulately discuss the scientific process of growth and decay. Staff support children's mathematical development very well. They provide children with an array of opportunities to discuss shape, space and colour. Children relish these experiences and are keen to take on new challenges.

p.3

Personal development, behaviour and welfare are good

Children have access to a well-resourced outdoor play area. They confidently practise their physical skills while running, jumping and balancing. Babies enjoy manoeuvring around obstacles and are fascinated while playing in a ball pool. Staff are good role models and consistently offer praise and encouragement to children. This helps to increase their self-esteem and supports their emotional well-being. Staff teach children very well about healthy living and encourage them to tend to their own physical needs. Children wash their hands before having meals and talk about the importance of trying a range of nutritious foods.

p.3

Outcomes for children are good

Children are well prepared for the next stage in their learning and for their eventual move on to school. From their differing starting points, all children make good gains towards the early learning goals. They develop strong bonds with staff and play harmoniously together. They are independent individuals who take great pride in their personal achievements. They are skilful communicators who use a wide range of vocabulary.

p.3

Setting details

Unique reference number 500127 Local authority Manchester Inspection number 10064783 Type of provision Childcare on non-domestic premises

p.4

Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Full day care Age range of children 0 - 4 Total number of places 41 Number of children on roll 42 Name of registered person Elim Foursquare Gospel Alliance

p.4

reference number

Date of previous inspection 1 June 2016 Telephone number 0161 881 1415

p.4

reference number

Lighthouse Centre registered in 1991 and is situated in Chorlton, Greater Manchester. The nursery employs 17 members of childcare staff. Of these, five staff members hold a level 6 qualification and 11 staff members hold a level 2 qualification or above. One staff member is unqualified. The nursery opens all year round from Monday to Friday, except for bank holidays and during the Christmas period. Sessions are from 8am until 6pm, Monday to Thursday and then 8am until 5.30pm on Fridays. The nursery provides funded early education for two-, three and four-year-old children.

p.4

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.

p.4

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.

p.4

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 1231, or email enquiries@ofsted.gov.uk .

p.5

reference number

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

p.5

reference number

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: www.ofsted.gov.uk/user .

p.5

reference number

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

p.5