Woolpit ARC

Woolpit ARC

Unique reference number (URN): EY359649 Address: Woolpit Childcare Centre Ltd, Woolpit CP School Heath Road, Woolpit Bury, St Edmunds Suffolk, IP30 9RU Type: Childcare on non-domestic premises Registered with Ofsted: 09/10/2007 Registers: EYR, CCR, VCR Registered person: Woolpit Childcare Centre Limited

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Leaders set clear boundaries for children's behaviour. The setting is generally a happy and positive environment for children. Staff support children to understand expectations for their behaviour. They gently remind children to share and be kind to others and support them to behave positively. They provide additional support to younger children, such as finding alternative toys to prevent sharing difficulties. Children enjoy playing together and generally cooperate well with each other.

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Behaviour, attitudes and establishing routines Expected standard

In the main, children have positive attitudes to learning. On occasions, they disengage from learning due to weaknesses in curriculum planning. However, when activities are targeted to their needs and are of interest to them they engage well, such as at circle and story time. They confidently contribute to discussions, sing songs and listen to stories. Children build close relationships with staff, who are kind and responsive to them. They give children lots of praise for their achievements, enabling them to feel valued. Routines are well understood by children, and parents and carers report that their children enjoy coming to the setting. This helps to promote children's positive attendance.

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Children's welfare and wellbeing Expected standard

Children are well cared for by sensitive and nurturing staff. They recognise when children struggle to settle when they first start and sensitively support them to build relationships and attachments to key people. Staff give children close attention and support, sensitively encouraging them to try out new experiences. They follow children's lead on whether they want to sit at the snack table with other children or do another activity and have snack later.

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Children's welfare and wellbeing Expected standard

Children settle because they feel safe and secure. This helps them to develop a sense of emotional well-being. Staff ensure children have the privacy they deserve during care routines. Children know the routines to follow, such as washing their hands after circle time in preparation for snack. Children enjoy playing socially together and are confident to express their emotions. Staff help younger children to understand how to manage their emotions, for example they teach children how to share resources and play cooperatively.

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Children's welfare and wellbeing Expected standard

Leaders have high expectations for promoting children's healthy lifestyles. They provide healthy options for children to choose at snack time. They encourage children to access

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Needs attention

fresh air and be physically active outdoors. Children balance on stepping stones and use ride-on toys, which helps to develop their physical skills. Leaders have identified the outdoor area as an area they wish to develop, so that children have even more learning experiences when playing outdoors in inclement weather.

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Achievement Needs attention

Not all children make as rapid progress from their starting points as they could, due to variability and inconsistencies within the setting. This particularly has an impact on the achievement of those children with barriers to their learning. Progress for some of these children through the curriculum is temporarily stalled due to weaknesses in the sequencing of the curriculum. This causes children to sometimes disengage from purposeful learning rather than build on previous learning. Consequently, not all children are sufficiently prepared for the next stage of their learning in every aspect. Nevertheless, children do progress well in their language and communication development and ability to play cooperatively alongside others. Children benefit from established routines, which helps them to understand and prepare for what is happening now and next.

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Curriculum and teaching Needs attention

Leaders have not recognised inconsistencies in curriculum planning. While staff plan activities based on children's interests and common themes, they do not consistently ensure that assessments of what children know and can do are fully considered when planning activities. This means that teaching and activities are not always tailored to children's specific learning needs. This is particularly so where children need additional support, for example where there are barriers to their learning due to communication or social emotional difficulties.

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Curriculum and teaching Needs attention

Some activities are too advanced for children, for example recognising letters and sounds. Consequently, children do not engage in the activity and choose less purposeful activities. Their play at these times is more disruptive. Staff do intervene to refocus children, but this sometimes takes multiple attempts.

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Curriculum and teaching Needs attention

At other times, where activities are targeted to children's needs, they engage well. For example, while playing with a train track, children are encouraged to count and fit pieces together. This helps them to develop their knowledge of number, shape and problem- solving. They practise their physical skills as they fit small pieces together. Staff comment on what children are doing and engage them in conversations. This supports children's communication and language. Staff follow children's lead when they say they have an 'idea', supporting their confidence to express themselves.

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Inclusion Needs attention

Leaders do not have high enough expectations for all children. Where children have barriers to their learning, not enough focus is placed on ensuring their learning is effectively sequenced. This means that there are some delays to the progress they make.

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Inclusion Needs attention

Staff know children well and contribute to external assessments, where there are concerns about their development. They are skilled at identifying where children have gaps in their learning and communicate this to leaders. Staff help those children who experience social and emotional difficulties through dialogue and the implementation of effective routines. Staff have received some specialised training for supporting children with special educational needs and/or disabilities. However, this has not led to high-quality practice as the support, opportunities and experiences put in place are sometimes of a variable quality, and engagement with parents and carers about plans for children's learning is inconsistent.

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Inclusion Needs attention

The impact that weaknesses in curriculum planning have on children's learning has not been effectively monitored or addressed by leaders. In addition, leaders have not considered how to effectively use early years pupil premium funding to target gaps in children's learning to raise their level of achievement. The impact of this additional funding on children's development is not measured. However, leaders have plans in place to consider ways to use inclusion funding to have a positive impact on children.

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Leadership and governance Needs attention

Leaders have identified some priorities for improvement and have acted on actions for improvement raised at the last inspection. They actively promote children's good health and hygiene and have improved the quality of interactions with children. They have a secure process in place to ensure all members of the management committee are known to Ofsted. However, they do not effectively monitor the quality of their curriculum or review the effectiveness of their partnership working with parents and carers. Consequently, they have not identified where improvements could be made to achieve even better outcomes for children who have barriers to their learning.

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Leadership and governance Needs attention

Leaders have not identified how to target all the additional funding they receive in the best interests of children. However, staff comment positively about the support they receive from leaders in pursuing childcare qualifications. This has helped them to develop their knowledge and understanding of children's learning and development. Staff comment positively about leaders' consideration and support for managing their workload. They are confident to seek training so that they can take on additional roles and they comment that the setting is a positive place to work.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children's learning experiences at the setting are variable. At times, they are focused and engaged in activities, but at other times they take part in less purposeful play. This is because what the setting plans for children is not always tailored to their specific needs and interests or carefully sequenced to enable children to build on their previous learning. Sometimes, activities are too difficult, while at other times they do not sufficiently extend children's learning. Where activities are pitched at the correct level, children remain interested and motivated. This variability means that some children, including where there are barriers to their learning, do not make as much progress from their starting points as they could. Parental feedback about how children achieve, and the information shared with them about children's learning, is mixed. Leaders do not have a consistent approach to sharing

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What it's like to be a child at this setting

information with parents. This means that children do not always benefit from consistent levels of support for their learning. However, parents and carers report that since attending the setting, their children progress well in their communication and language skills.

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What it's like to be a child at this setting

Leaders make plans for where some additional funding can be best used to support those children for whom the funding applies. However, not all additional funding, including early years pupil premium, is carefully considered as to where it can be best used to support children's learning.

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What it's like to be a child at this setting

Leaders have made positive progress in ensuring that children's health and hygiene are promoted. They have focused on promoting children's independence. Snack times are sociable occasions, where children serve themselves healthy food. They responsibly put away their used plates and cups after snack, showing they are familiar with routines.

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What it's like to be a child at this setting

Children generally enjoy their time at the setting and make friends with their peers. They respond well to staff's positive interactions and caring natures. Children are polite and use good manners. They experience a positive and happy environment that supports their feelings of emotional safety.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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Address:

Woolpit Childcare Centre Ltd Woolpit CP School Heath Road Woolpit Bury St Edmunds Suffolk IP30 9RU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Woolpit Childcare Centre Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 15:00

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About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

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About this inspection

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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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standard set out in statutory and non ‑ statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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