The Rocking Horse Club

The Rocking Horse Club Walton Lane, Nelson, Lancashire BB9 8BP

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Inspection date 5 July 2019 Previous inspection date 22 June 2015

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This inspection: Good 2

Previous inspection: Outstanding 1 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 Leadership and management are strong. Leaders and staff have high expectations for the setting. Supporting children and their parents is at the heart of all the setting's work. Parents, present and past, comment that the services and support offered to them and their children is 'fantastic' and 'invaluable'. n Children play harmoniously in the safe, secure and extremely well-resourced learning environments. Babies excitedly explore the outdoor area, smelling flowers and feeling the textures of the different plants. Older children experiment with making different marks with paints and chalks. This supports their literacy and small physical skills. n Children arrive in high spirits and warmly greet staff and their friends. They quickly settle to their self-chosen activities and are ready to learn. Staff value children's contributions and follow their ideas in play. Children have active imaginations, are

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This provision is good

motivated and participate well. n Staff are well qualified and experienced. They know children very well and build strong bonds with them from the outset. Staff observe children regularly and plan highly stimulating activities that capture children's individual interests and promote the next steps in their learning. All children, including those with special educational needs and/or disabilities, make consistently good progress across all areas of learning. n Staff do not make the most of opportunities as they arise to extend children's language and vocabulary beyond their immediate knowledge and understanding. n At times, staff miss opportunities during snack time and lunchtime routines to encourage children to have a go and do things for themselves and extend their self- help skills even further.

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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 as they arise to extend children's language and vocabulary beyond their immediate knowledge n provide more opportunities during snack time and lunchtime routines for children to have a go and extend their self-help skills even further.

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What the setting needs to do to improve further

n The inspector observed the quality of teaching during activities carried out indoors and outside and assessed the impact this has on children's learning. n The inspector spoke to the staff and children throughout the inspection. n The inspector held a meeting with the provider, head teacher, special educational needs co-ordinator and the designated safeguarding lead. She looked at relevant documents and checked evidence of the suitability of staff and directors. n The inspector completed a joint observation of an activity with the head teacher and discussed this with her. n The inspector spoke to several parents and took account of their views. Additionally, she viewed written feedback responses.

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Effectiveness of leadership and management is good

Staff are deployed effectively and supervise children well. High adult-to-child ratios mean that children receive high-quality care and learning experiences. Risk assessments are robust. The arrangements for safeguarding are effective. All staff have a secure knowledge and understanding of how to keep children safe and free from harm. The monitoring of educational programmes is good. Staff are alert to any potential gaps in children's learning and swift action is taken to address these. Parents, children and staff are all involved in the self-evaluation of the setting. This means that the changes implemented benefit children and their families the most. Staff are supported through effective supervision and coaching. Training is used well to help improve outcomes for children. For example, recent training on the learning environment and behaviour management has been used to evaluate the layout of the baby room. In addition, it has

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Effectiveness of leadership and management is good

provided staff working with older children further strategies to promote children's emotional security.

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Quality of teaching, learning and assessment is good

Children thrive and show increasing levels of independence and concentration as they play. Older children relish tasks, such as operating a computer program. They demonstrate they are capable and responsible. For example, they carefully use the controls and follow the instructions well to complete the educational game. Overall, staff support children's developing language well. Older children enjoy talking about their personal experiences and home life. Babies and toddlers practise their communication skills as they read stories with staff and sing their favourite songs. Staff weave mathematical concepts into all activities. As a result, children gain an understanding of concepts, such as number, shape and size. For example, they compare the size of animals and discuss the shapes of jigsaw pieces and work out how to make them fit together.

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Personal development, behaviour and welfare are good

Staff are highly supportive and provide children with meaningful praise and encouragement during their play. Staff are good role models and provide children with clear and consistent behavioural expectations. This means that children's behaviour is good. Accidents and injuries are recorded effectively and are monitored closely by the management team. Food provided for children is healthy and nutritionally balanced and staff meet children's unique dietary needs as agreed with parents.

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Outcomes for children are good

Children spend lots of time being physically active outdoors. They skilfully jump and climb. Older children blend and segment the sounds of different words and confidently write their name. They listen attentively to stories being read and become captivated while anticipating what will happen next. Children, including those in receipt of funding, make good progress and are well prepared for their move onto school.

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Setting details

Unique reference number 310266 Local authority Lancashire Inspection number 10114542 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 Full day care Age range of children 0 - 11 Total number of places 92 Number of children on roll 146 Name of registered person The Rocking Horse Club - Pendle Ltd

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reference number

Date of previous inspection 22 June 2015 Telephone number 01282 613 437

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reference number

The Rocking Horse Club registered in 2000. The setting employs 26 members of childcare staff. Of these, 22 staff hold appropriate early years qualifications at levels 2 to 6. One staff member holds qualified teacher status and three members of staff are unqualified. The setting opens from Monday to Friday, all year round. Sessions are from 7.30am until 6pm. The setting 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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