Furzehill Childcare Centre

Inspection of Furzehill Childcare Centre St. Blasius Shanklin C Of E Primary Academy, Albert Road, Shanklin PO37 7LY

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Children are greeted warmly by staff and leave their parents and carers with ease. Staff understand the importance of building strong relationships with the children. For example, staff plan detailed inductions, where they spend time getting to know each unique child. This supports children's individual needs and enables them to form strong attachments with staff.

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The provision is good

Children develop good friendship groups and enjoy each other's company. For instance, they sit in the cosy area where they enjoy looking at books together. Staff support children to learn to listen, take turns, and share. For example, children sit and listen to instructions and wait their turn while taking part in small-group activities. Staff support the children to learn how to look after resources and encourage them to take an active role in tidying up. This supports children to behave well.

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The provision is good

The manager and staff ensure that the curriculum is ambitious for all children. Children enjoy choosing to take part in an exciting range of activities that interest and engage them. For example, children delight at taking part in an activity banging nails and small wooden shapes into a corkboard. They discuss with staff what they are creating. Staff support children to learn how to climb and balance safely. For instance, children create their own assault courses and enjoy using the climbing frame. This supports children's learning and development.

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need to do better?

n The knowledgeable and passionate special educational needs coordinator (SENCo) knows the needs of the children well. The SENCo supports staff to ensure that strategies are put in place straight away, to ensure that children's gaps in development close quickly. The manager and SENCo work closely with parents. They have good links with outside agencies, who are invited into the setting to support children and staff. Funding is used effectively. For example, resources are purchased to meet children's individual needs. Children with special educational needs and/or disabilities make strong progress from their individual starting points. n The nominated individual, who is also the manager, is passionate about her role and the future of the setting. They value the staff team and support their well- being effectively. Staff say that they feel valued in their roles and enjoy working at the setting. The manager makes good use of training to develop staff's

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need to do better?

knowledge and skills. However, on occasions, the manager does not identify that staff do not always deploy themselves effectively during busier times to support the needs of the children. This does not enable staff to make the most of each interaction with children in order to extend their learning further.

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need to do better?

3 April 2024 n Staff provide children with opportunities to take part in a variety of musical activities. Young children enjoy dancing and singing familiar songs. For example, they sing songs about bubbles, while moving around excitedly to pop bubbles from the bubble machine. Older children learn about musical instruments. For example, they sing various songs and use percussion instruments. They learn to beat them to the rhythm of the music. This supports children's creative development. n Staff are proactive in supporting children's literacy skills and love of books, in an engaging way. For example, they read the book 'The Tiger Who Came to Tea' while the children act out the story. Staff encourage the children to discuss the story. For instance, they talk about what the tiger is having for tea and support the children to use a real tea pot, while counting how many cups of water they need. This supports children's communication and language development as well

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need to do better?

as their physical coordination. n The manager and staff recognise the importance of giving children opportunities to develop an understanding of their community. For example, children frequently visit a local care home and spend time taking part in activities with the elderly residents. n The manager and staff form strong relationships with parents, who speak highly of the setting. They regularly share children's progress with parents and provide ideas for home learning. Parents say that their children are looked after extremely well and that they feel well supported. n Staff support children's emotional development well. For example, children in the younger room enjoy closeness with staff as they receive warm cuddles while being settled off to sleep. In addition, older children are comforted when they express that they are feeling sad. This enables all children to build good bonds and relationships with staff.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n review and strengthen the arrangements for the deployment of staff, especially during busy times, to further support children's learning.

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Setting details

Unique reference number 2660920 Local authority Isle of Wight Inspection number 10333087 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

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inspection

Total number of places 49 Number of children on roll 99 Name of registered person LC Childcare Limited

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reference number

Telephone number 01983864897 Date of previous inspection Not applicable

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Information about this early years setting

Furzehill Childcare Centre registered in 2021. It is located in the grounds of St. Blasius Shanklin C of E Primary Academy, Shanklin, on the Isle of Wight. The setting is open from Monday to Friday, 8am to 6pm, for 50 weeks per year. The setting provides funded early education for two-, three- and four-year-old children. There are 18 staff who work with the children, of whom two hold level 6 qualifications and 12 are qualified at level 3.

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Inspection activities

n This was the first routine inspection the provider received since the COVID-19 pandemic began. The inspector discussed the impact of the pandemic with the provider and has taken that into account in their evaluation of the provider. n The manager and inspector completed a learning walk together of all areas of the setting and discussed the early years curriculum. n Children spoke to the inspector about what they enjoy doing while at the setting. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector spoke with the nominated individual, who is also the manager, about the leadership and management of the setting. n The special educational needs coordinator spoke to the inspector about how they support children with special educational needs and/or disabilities. n The inspector observed the quality of education being provided indoors and

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Inspection activities

outdoors, and assessed the impact that this was having on children's learning. n The inspector carried out a joint observation of an activity with the manager. n Parents and grandparents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting.

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Inspection activities

We carried out this inspection 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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Inspection activities

3 April 2024 regulates and inspects to 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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