Community Action Project

Inspection of Community Action Project C A P Centre, Windmill Lane, SMETHWICK, West Midlands B66 3LX

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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

Leaders have identified communication and language as a focus for their teaching and children's learning. Staff implement effective strategies that help bilingual children to use and develop both languages they speak. Leaders have implemented the use of a termly book to immerse children in the language. For example, toddlers become familiar with the repeated phrases used in their book. Staff choose a book for older children that provides lots of action words to support them to speak in sentences.

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The provision is good

Overall, leaders and staff have created a learning environment that engages children well and reflects the areas of learning. Children are confident to play and explore, especially outdoors. Children show delight in their achievements when they successfully solve a puzzle with three pipes to enable a ball to travel down them all from the top to the bottom. They develop their critical thinking skills and have positive attitudes to learning.

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The provision is good

Children arrive happily at the setting and enjoy the company of the staff. Staff use nappy changing times well to provide children with one-to-one interactions and to build bonds. Staff support children's health well throughout the day. This includes following good hygiene routines, teaching children about minimising the spread of germs and practising daily oral care routines. Staff make good use of the daily teeth cleaning activity to develop good habits.

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need to do better?

n Leaders provide staff with regular appraisals, supervision and training. Recent training has helped staff to extend their understanding of how to support children with special educational needs and/or disabilities (SEND). Although leaders monitor teaching and learning routinely, this is not robust enough to identify all aspects of staff practice where they will benefit from further support to maximise children's learning. n Overall, leaders have developed a progressive curriculum that identifies the essential knowledge and skills that children need to gain to provide a secure foundation in their learning. The curriculum for children's communication and language sets out developmentally appropriate aims. However, leaders have not precisely identified the progression of knowledge and skills for children's emotional regulation and the development of their larger physical movements. This means that children's learning, especially for older children, is not sharply

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need to do better?

focused to help them to make the best possible progress. n Children generally behave well and understand the golden rules. They are respectful to each other and develop good social skills. For example, children learn to share as they play outdoors, waiting for tools to use in the sand and

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need to do better?

10 April 2025 taking turns with the bikes. However, during some transition times, such as after lunch and before snack, staff are less successful in maintaining children's focus on purposeful play and learning and the expectations. There are a few occasions during the day when children's learning is not maximised. n Staff support children's learning well during the planned teaching sessions. They provide particularly strong language models to support children's communication skills. For example, after teaching children a new song, staff help children to practise this in different ways, such as tapping out the beat on musical instruments. n Staff use their observations of children to successfully identify how they are progressing and set next steps for their learning. They implement targeted teaching when children need additional support in their communication and language development. For example, they provide children with one-to-one

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need to do better?

intervention activities. Leaders and staff are proactive in involving outside agencies, including health professionals, to support children with SEND. This helps all children to progress from their starting points. n Staff provide children with regular praise and encouragement, which supports children's confidence and self-esteem. They clearly explain to children why they have received the praise. This helps children to understand about their achievements and associated learning. n Leaders and staff value the contribution that parents make to children's learning and ensure they spend time in conversations about children's needs. Leaders have developed home learning packs to support children's continued development at home and involve parents. Parents say how their children have progressed well, particularly in their confidence to interact with others.

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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 enhance the monitoring of teaching and learning to identify where aspects of staff practice can be developed further to fully benefit children's education n refine the curriculum to precisely sequence the knowledge and skills that children need to gain to make the best possible progress n develop the organisation of the daily routines to enable staff to help maximise children's engagement in learning and support their understanding of all expectations.

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Setting details

Unique reference number EY296516 Local authority Sandwell Inspection number 10388416 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 44 Number of children on roll 32 Name of registered person Community Action Project

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reference number

Telephone number 0121 565 3273 Date of previous inspection 10 July 2019

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Information about this early years setting

Community Action Project registered in 2004. It operates from a community centre in the Smethwick area of Sandwell. The nursery opens Monday to Friday, from 8.30am until 4pm, all year round, except for bank holidays. During the school holidays, it operates a holiday club. The nursery employs four members of childcare staff. All staff hold appropriate early years qualifications at level 3 or above. One member of staff holds a level 6 qualification. The nursery provides funded early education.

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Inspection activities

n The inspector viewed the provision and discussed the safety and suitability of the premises. n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n Children interacted with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The special educational needs coordinator spoke to the inspector about how they support children with SEND. n The inspector and the manager carried out joint observations outdoors. 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 nursery.

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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

10 April 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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