Norland Fun Club

Inspection of Norland Fun Club Norland School Grounds, Berry Moor Road, Norland, SOWERBY BRIDGE, West Yorkshire HX6 3RN

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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 Good

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The provision is good

Children are happy at this small and friendly setting. They play happily throughout the day and engage in lots of pleasant conversations with staff and each other. The setting has an ethos that focuses on children being part of the community. Children visit the nearby church every other week to enjoy a snack provided by the church. Staff volunteer at the village scarecrow festival. Children enjoy frequent walks in the surrounding countryside. Staff plan these experiences to help children to learn about the world around them. Children behave well. They are respectful and responsive to staff's gentle reminders. For example, staff remind children that their friends are sleeping when they raise their voices. Children quieten their voices immediately. The environment is calm which helps children to focus on their play.

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The provision is good

Leaders are very confident in their understanding of how children learn. They have developed a curriculum that covers all seven areas of learning. The curriculum has a focus on helping children to learn topic-related knowledge. For example, during science week, children learn about space and make rockets from cardboard boxes. Staff focus on setting personalised 'challenges' for individual children and encouraging child-led learning. Staff make the most of opportunities to help children learn new skills or knowledge as they arise, often linked to children's interests. This well-rounded approach helps children to make good progress across all areas of development.

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need to do better?

n Staff make learning fun and engaging for children. Children find it amusing when staff deliberately muddle up numbers. They are eager to help count in the correct order. Children's learning naturally occurs through the fun and engaging interactions with staff. n Routines are well embedded and children know what to expect. However, sometimes, routines and activities are not organised effectively. For example, lunchtime lasts for nearly an hour and some children become restless. Also, staff do not consider how younger children can participate fully in group activities, as older children are eager to lead and answer questions. This means that not all children benefit fully from the learning opportunities available during these times. n Children have good opportunities to practise their physical skills. They lift and carry heavy loose parts as they play in the outdoor construction area. At breakfast time, staff encourage children to spread jam on toast. Children learn to

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need to do better?

hold the knife carefully in their dominant hand, while holding the toast steady with their other hand. They develop good tool control and coordination. n Children enjoy voting for a book of the day when they arrive. The share stories and have many conversations through the day. Children build a good range

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need to do better?

28 March 2025 vocabulary, such as 'beehive, honeycomb' and 'hydrated'. They become confident communicators. n Staff encourage children to brush their teeth after lunch. Children enjoy this routine. Staff ask questions about the process to cement children's understanding of why it is important. Children know that they need to brush their teeth in tiny circles and at morning and night. Staff are good role models as they brush their teeth to the special toothbrushing song. This helps children to learn ways to keep themselves healthy. n Partnerships with parents and carers are effective. Staff communicate well with parents, keeping them informed about their children's learning. Parents are invited to contribute to the evaluations of the setting. For instance, parents suggested changes to improve the outdoor area. These were taken on board by the setting and improvements made. The collaborative approach creates a sense

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need to do better?

of community in the setting. n Staff demonstrate good partnerships with other professionals. They share information when children move from one setting to another, or where they attend another setting. The setting invites professionals, such as Portage workers and speech and language therapists, into the setting. They work together to create effective personal plans. This helps children with special educational needs and/or disabilities (SEND) to make good progress. n Leaders are proud of the experienced staff team and the low staff turnover. Staff report that they enjoy working at the setting. They value the supportive nature of leaders and the closeness of the team. Staff complete mandatory training, such as food hygiene and paediatric first aid. However, continuous professional development opportunities are not focused on extending individual staff's practice further.

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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 consider the organisation of activities and routines more carefully to ensure that all children benefit fully from the learning on offer n strengthen professional development opportunities to help all staff to consistently extend their knowledge and interactions.

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Setting details

Unique reference number 303784 Local authority Calderdale Inspection number 10372245 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 20 Number of children on roll 25 Name of registered person Norland Fun Club Committee

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reference number

Telephone number 01422 834705 Date of previous inspection 9 April 2019

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Information about this early years setting

Norland Fun Club registered in 1996. It is managed by a committee and located in Calderdale. The setting employs 10 members of staff. Of these, seven staff hold appropriate early years qualifications at level 2 and above. The setting opens during term time, from 7.30am to 6pm, Monday to Friday. It offers government funded places for childcare. The setting offers care for children attending the on- site school before and after school.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n Staff spoke to the inspector during the inspection. n Leaders talked to the inspector about their curriculum and what they want children to learn. n Staff spoke to the inspector about how they support children with SEND. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact on children's learning. n The inspector carried out a joint observation of an activity with a room leader. n The inspector spoke to several parents during the inspection and took account of their views. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working in the setting. n Leaders showed the inspector documentation to demonstrate the suitability of staff.

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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

28 March 2025 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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