Ysgol Bro Cinmeirch

Thorpe Willoughby Childcare Centre TWCC, Londesborough Grove, Thorpe Willoughby, Selby, North Yorkshire YO8 9NX

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Inspection date 17 July 2019 Previous inspection date 4 July 2014

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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 management team demonstrates a dedicated commitment to making improvements and seeking the views of staff, parents and children. It routinely reviews the provision and sets clear targets to make positive changes for the benefit of children. n An effective key-person system helps children to quickly form positive relationships with staff. Staff gather appropriate and detailed information about children before they start. Children are very happy, settled and have secure attachments with staff. n Staff work well to meet the needs of children with special educational needs and/or disabilities. They offer an inclusive environment. Staff liaise well with other professionals. They use additional funding well to support children's individual needs. n Children learn compassion and kindness. For example, older children support younger children in accessing activities. Staff celebrate children's efforts and offer genuine

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This provision is good

praise and encouragement. This helps to promote children's confidence effectively. n Staff deployment throughout the provision is good. Staff remain near children at all times and are vigilant about children's safety. The supervision of children is given the utmost priority by attentive staff. The experienced staff team works very well together. n Partnerships with parents are good. Staff share information with parents about children's achievements. They offer parents advice and support about how they can continue their children's learning at home. n On occasions, some adult-led activities do not identify opportunities to offer an even greater challenge to children and allow them to introduce their own ideas, to extend their learning further. n Staff do not consistently maximise opportunities for children to learn about what contributes towards a healthy diet.

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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 adapt teaching during adult-led activities, to enable children to fully introduce their own ideas and maximise their motivation and engagement even further n support children more effectively to learn about healthy eating.

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What the setting needs to do to improve further

n The inspector engaged in discussions with staff and children throughout the inspection at appropriate times. She held a meeting with the centre manager. n The inspector viewed all areas of the premises used by children. She observed the quality of teaching during activities and assessed the impact this has on children's learning. n The inspector viewed documentation, including public liability insurance, policies and procedures, and evidence of the suitability of staff. n The inspector carried out a joint observation with the manager. She discussed self- evaluation and the impact this has on the centre. n The inspector spoke to a number of parents and other professionals during the inspection and took account of their views.

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Effectiveness of leadership and management is good

Safeguarding is effective. Robust recruitment procedures and ongoing supervisory sessions ensure that staff are, and remain, suitable for their role. Staff attend regular training and are inspired to gain further qualifications to improve their knowledge and practice. Staff are fully aware of their responsibilities to protect children and have a clear understanding of the signs, symptoms and indicators of abuse. They are aware of the procedures to follow should they have any concerns about a child's welfare or allegations against adults. The staff support each other well. They communicate consistently throughout the sessions and share information about where children are. This ensures that all children are supervised at all times. Partnership working is strong. Links with the local authority, host school and parents are good. Parents are kept well informed about their children's developmental progress.

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Quality of teaching, learning and assessment is good

Staff make regular observations of children to understand more about their current interests. They use these observations to plan the environment well. Younger children thoroughly enjoy sensory activities. They enjoy playing in the sand and with bubbles in the water. Older children have a wealth of opportunities to develop their mark-making skills. As they paint and draw, they animatedly tell adults what their marks mean. Older children count to 20 alongside staff during registration of children's attendance. This helps to promote children's mathematical skills. Staff lead story-time sessions that are engaging and enjoyable for older children. They encourage children to join in with familiar refrains and answer questions about the story. This helps to support children's communication and language skills.

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Personal development, behaviour and welfare are good

Children demonstrate positive relationships with staff. They confidently talk to them about their interests and demonstrate that they are emotionally secure. Children's behaviour is good. They learn how to share resources and to take account of other children. Staff are very calm and good role models for children. Staff provide opportunities for children to be physically active in the well-resourced outdoor areas. Younger children display good levels of energy and physical competence as they push themselves around in cars and dig in the sand. Older children roll balls to each other and enjoy spraying water on to the wall. Staff use this activity effectively to promote children's awareness of fire safety. Children demonstrate their independence and good awareness of hygiene procedures. For example, they wash their hands in preparation for snack times and lunchtimes.

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Outcomes for children are good

Children make good progress in relation to their individual starting points and capabilities. They know and understand the daily routine well as they follow clear instructions from staff. Children choose where and what they want to play with and develop good relationships with staff and their peers. Older children concentrate and listen attentively during a story and are beginning to link letter sounds to their names. Children are developing the key skills needed to support their future learning.

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Setting details

Unique reference number 400302 Local authority North Yorkshire Inspection number 10106097 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 2 - 10 Total number of places 42 Number of children on roll 57 Name of registered person Thorpe Willoughby Playgroup Committee

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reference number

Date of previous inspection 4 July 2014 Telephone number 01757 291186

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reference number

Thorpe Willoughby Childcare Centre registered in 1977. The provision is a community centre which operates from two buildings in the school grounds of Thorpe Willoughby School in North Yorkshire. It employs 11 members of childcare staff who work directly with the children. Of these, nine hold appropriate early years qualifications at level 3 or above. One member of staff holds early years teacher status. The centre opens from Monday to Friday, all year round, except for bank holidays and a week at the end of August and a week at Christmas. Sessions are from 7.30am until 6pm. The centre 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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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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