Early Years @ Lightcliffe

Early Years @ Lightcliffe Christchurch - Lightcliffe Site URC, Leeds Road, Lightcliffe, Halifax, West Yorkshire HX3 8NU

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Inspection date 1 July 2019 Previous inspection date 13 January 2016

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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 Staff access regular professional development opportunities. For instance, they have recently increased their knowledge of how to develop children's language development and awareness of phonics. This helps them to support children in their readiness for school. n Children with special educational needs and/or disabilities are supported well and make progress. Staff work closely with outside agencies and parents to ensure continuity in children's care and learning. n Staff observe children and regularly monitor their progress by tracking their development. They use information from assessments and children's interests to support their next steps in learning. All children make good progress. n The key-person system is effective. Staff have positive bonds with children and support their emotional well-being successfully. Children are happy, secure and confident. n The manager monitors the quality of staff practice. She regularly completes supervisory

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This provision is good

meetings and observes their interactions with children. Overall, this helps to raise the quality and consistency of teaching. n Generally, partnerships with parents are good. Parents explain how the newly introduced electronic system allows them to see and contribute to their child's learning regularly. n Occasionally, during group activities, staff do not adapt their teaching to help to ensure that the youngest children are supported as well as possible and are fully involved. n Staff do not collect detailed information from parents about what their children already know and can do in order to inform their initial assessments when children first start.

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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 enhance the planning of group activities and adapt teaching strategies to help to meet the learning needs of younger children even more precisely n obtain further information from parents about what their children already know and can do.

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What the setting needs to do to improve further

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 spoke with staff and children during the inspection. n The inspector completed a joint evaluation of an activity with the deputy manager. n The inspector held a meeting with the deputy manager. She looked at relevant documentation and evidence of the suitability of staff and committee members. n The inspector spoke to parents during the inspection and took account of their views.

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Effectiveness of leadership and management is good

The management team works well with the staff to accurately evaluate the strengths of the pre-school and set clear targets for further development. For instance, they plan to further develop the outdoor provision by constructing a water wall. Parents contribute to the evaluation process by completing questionnaires. The arrangements for safeguarding are effective. Staff are well trained in procedures for child protection, including identifying signs that children may be at risk of extreme influences. They identify and minimise risks to children in the setting successfully. The manager monitors the progress that key groups of children make. This helps her to identify any gaps in children's learning. The manager makes sure that any additional funding received for children's care and support is carefully used to meet their learning and development needs.

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Quality of teaching, learning and assessment is good

Staff create a warm, exciting, safe and accessible environment that nurtures children's independent learning. Children move freely between indoors and outdoors, which helps to facilitate their preferred learning styles and interests. Staff support children's mathematical development effectively. For example, they encourage children to talk about the size of the different towers they are building. Children have many opportunities to develop their physical skills. They play in the outdoor area and take part in activities to help their hand-to-eye coordination. For instance, children carefully pick up small objects with tweezers. Staff support children's communication and language skills well. They model clear words, and repeat and rephrase what children say. Staff work closely with local schools to help children make a smooth transition to their next stage in education.

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Personal development, behaviour and welfare are good

Staff greet children warmly on arrival. Children know the routine well. They swiftly hang up their coats and relax into activities of their choice. Staff support children to follow healthy practices successfully. Children enjoy daily access to fresh air, and are provided with balanced and nutritious snacks. Staff are good role models to the children in their care. They make good use of praise and clear guidance to support children's good behaviour. Children demonstrate high levels of confidence. For instance, at circle time they enthusiastically share items they have brought from home. Children have opportunities to gain a good knowledge and understanding of diversity through a range of activities and resources.

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Outcomes for children are good

Children develop good friendships and play well together. They confidently count and talk about the different shapes they have drawn. Children identify colours and follow instructions well. They immerse themselves in their play and demonstrate good coordination skills as they carefully fill a mini-muffin tray with bark. Children play imaginatively and energetically taking on the role of superheroes. The skills that children acquire prepare them well for their next stage in learning, including their eventual move on to school.

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Setting details

Unique reference number 303768 Local authority Calderdale Inspection number 10072792 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Sessional day care Age range of children 2 - 10 Total number of places 24 Number of children on roll 47 Name of registered person Early Years @ Lightcliffe Committee

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reference number

Date of previous inspection 13 January 2016 Telephone number 079 3028 9576 AND 01422207830

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reference number

Early Years @ Lightcliffe registered in 1997 and is located in Halifax. The pre-school employs eight members of childcare staff. Of these, seven hold appropriate early years qualifications at level 2 or above. The pre-school opens during term time from 7.30am until 6pm, Monday to Friday. It provides funded 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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T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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