Lighthouse Club

Inspection of Lighthouse Club St. Nicholas RC Primary School, Jockey Road, SUTTON COLDFIELD, West Midlands B73 5US

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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 enjoy attending this friendly and welcoming setting. They arrive enthusiastically and are greeted by staff with warm smiles. Children chat away to staff, demonstrating that they feel safe and secure in their care. They confidently follow the routines established within the setting. For example, children independently hang up their coats and pack away their bags as they arrive and wash their hands before eating. They engage immediately in the many exciting and fun activities planned by staff for them to enjoy. For example, children examine fir cones under a microscope and are encouraged by staff to describe what they see. This ignites children's curiosity and staff provide information about nature for them, developing their understanding of the world around them.

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The provision is good

Staff make good use of stories, songs and puppets to support children's developing language. For example, they sing songs to help children learn the names of the days of the week. Children's early literacy skills are promoted by staff. This prepares them well for the next stage of their education at school. For example, staff teach children to recognise sounds and identify objects that begin with similar sounds. Children smile with pride as they confidently recognise car and carrot as words beginning with the sound of the day. Staff extend children's vocabulary effectively as they introduce new objects, like castanets. They reinforce children's learning, as they sing songs about clicking castanets.

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need to do better?

n Leaders and staff plan and implement a curriculum designed to prepare children well for the next stage of their education at school. They sequence learning to build on what children already know and can do and employ a topic-based approach in response to children's personal interests. Leaders and staff recognise the importance of working in partnership with parents and other professionals to support the learning of children with special educational needs and/or disabilities. This collaborative approach helps all children make good progress in their learning. n Children learn about healthy lifestyles. Staff talk to children at snack times about the nutritious fruits they eat and how they are good for them. Children engage in a range of activities that supports their physical development. For example, children develop dexterity and balance as they enjoy dancing with scarves and excitedly jump in puddles as they play outside. Children draw in trays of oats,

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need to do better?

using their fingers and paintbrushes to form letters. This promotes early writing skills. n Children have opportunities to run around in the fresh air and participate in outdoor play. For example, while watching ants emerge between paving slabs, staff describe how ants are strong and work together to carry things, like leaves.

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need to do better?

21 May 2025 This interaction supports children's developing knowledge and understanding of nature. However, staff do not consistently plan activities or provide resources for children to explore and enjoy using during outdoor play. For example, children playing in a toy kitchen lose enthusiasm in the activity as cooking utensils and other resources are unavailable. This sometimes limits opportunities for children's learning. n Staff consistently promote good behaviour by engaging children in games, where they learn to take turns and share. Children are kind and demonstrate consideration to their friends. For example, children cheer their friend's success while playing games of hopscotch and wait patiently for their turn. Staff regularly praise children's efforts and achievements, boosting their self-esteem and confidence. n Children engage in a range of activities that supports their learning in all areas of

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need to do better?

their development. For example, they are shown pictures of seahorses, and staff support children to describe the differences they see. They develop mathematical language as they identify the 'longest' and 'shortest' seahorses. Children explore adding rice to paint and talk about the change in texture, before painting pictures of sea creatures. Their confidence builds as they learn to make choices and express their thoughts about the colours they use to create their paintings. n Leaders and staff routinely assess their practice, to identify areas for ongoing development. For example, staff attend training to develop their knowledge of how to use puppets and books to support children's language and communication skills further. Staff feel supported by leaders and attend regular supervisions. This promotes positive working relationships that benefit the learning of all children. n Parents are pleased with the care provided for their children at this setting. They

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need to do better?

are impressed by the knowledge their children gain, such as naming the planets in the solar system. Parents appreciate the feedback given to them about the progress their children are making. They believe their children demonstrate high levels of independence and that they are well prepared for their move to school.

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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 learning opportunities and resources for children when playing outside to fully extend their learning.

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Setting details

Unique reference number EY421350 Local authority Birmingham Inspection number 10380723 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 Sessional day care

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inspection

Total number of places 50 Number of children on roll 55 Name of registered person Lighthouse Childcare Limited

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reference number

Telephone number 0121 2405698 Date of previous inspection 20 June 2019

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Information about this early years setting

Lighthouse Club registered in 2011 and operates from a portable building in the grounds of St Nicholas RC Primary School, Sutton Coldfield. The setting employs two members of childcare staff, one of whom holds an appropriate early years qualification at level 5 and one at level 3. The club is open from Monday to Friday, during school term time. Sessions are from 8am until 6pm. Children attend for a variety of sessions. They provide early education funding for three- and four- year- old children.

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Inspection activities

n The manager and the inspector completed a learning walk together and discussed the curriculum and what it is that they want the children to learn. n The inspector observed the quality of teaching and learning, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector spoke with the staff and children at appropriate times throughout the inspection. n The inspector reviewed relevant documentation. n The manager and inspector undertook a joint observation of teaching. n The inspector spoke with leaders about the leadership and management of the setting. n Parents shared their views of the setting with the inspector.

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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

21 May 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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