The Childcare Village

The Childcare Village

Unique reference number (URN): EY348662 Address: Pre-School and Out Of School Care, St James Street, Shaw, Lancashire, OL2 7TD Type: Childcare on non-domestic premises Registered with Ofsted: 29/05/2007 Registers: EYR, CCR, VCR Registered person: The Childcare Village Limited

p.1

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.

p.1

How we evaluate safeguarding

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

p.1

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.

p.1

Achievement Expected standard

Overall, despite the occasional weakness in teaching of the curriculum, children make steady progress across the areas of learning. They benefit from the high numbers of staff in place to support them, children regularly work in exceptionally small groups with one member of staff and enjoy one to one support at times. Staff are well placed to observe children closely and support their engagement and perseverance in learning. As a result, children are confident, demonstrate positive social skills and show a good attitude to learning. Children skilfully complete independence tasks, such as managing their lunch box, opening containers and unwrapping items. They use recall skills as they join in singing time. Children with less language use actions to join in and all children show delight as they remember the songs that match the prop they have chosen. They demonstrate effective recall and memory. Children are confident communicators. They respond to questions

p.2

Achievement Expected standard

during play and use spontaneous language. For example, children point excitedly and say 'bye bye butterfly' as they notice a butterfly in the garden.

p.2

Achievement Expected standard

Children with less language communicate using gestures and objects of reference. They take staff by the hand to show them what they want. All children are able to make choices and communicate their wishes. Children enjoy reading. They happily take books into cosy and quieter areas to read. Children develop their physical skills as they manipulate dough and squeeze bottles. This helps to develop their finger strength and dexterity. All children, including those with special educational needs and/or disabilities, are developing a range of new skills that help to prepare them for their next stage of learning.

p.2

Behaviour, attitudes and establishing routines Expected standard

Managers and staff have worked hard to adapt routines since the last inspection. This has helped children to feel secure at the setting. They are eager to engage and they thoroughly enjoy their time at the setting. These changes have had a positive impact on children's behaviour, helping them to follow routines and supporting children's resilience and self- regulation. Managers remain focused on further improvements as they have identified that care tasks, such as changing nappies, sometimes disrupt the children's learning. In addition, the high numbers of staff employed ensures they can re direct children to re engage on the occasions they loose concentration. Managers and staff establish a culture of respect and form secure relationships with children. Children with special educational needs and/or disabilities and those known to be vulnerable benefit from personalised routines. Effective partnerships with parents support consistency between setting and home routines.

p.2

Behaviour, attitudes and establishing routines Expected standard

Expectations for positive behaviour are in place and staff model consistently kind and caring behaviours. Staff recognise that some children need more support and offer this with sensitive and gentle encouragement. Children typically behave well and form close relationships with staff and their friends. Managers work closely with parents to encourage attendance. They monitor patterns of attendance consistently and strive to adapt the service to meet individual needs and to ensure children receive their full entitlement.

p.2

Children's welfare and wellbeing Expected standard

The key person system is typically well embedded. Managers and staff know children and their families well. They spend time gathering information to find out about children's personalities and needs when they first start. This helps them to adapt routines and sessions to ensure each child feels happy, secure and benefits from their time at the setting. The secure attachments between children and staff are clear. Staff show respect for children, asking their opinions and giving children regular choices throughout the day. This supports children's emotional wellbeing and helps to develop confidence and independence. Staff show genuine pride in children's achievements. Children beam in delight as staff recognise and celebrate their achievements. Staff help children to express how they are feeling. For instance, some children struggle to share resources. Staff acknowledge their frustration and recognise this is an appropriate stage in their development. They help

p.3

Children's welfare and wellbeing Expected standard

children to learn new words to describe their feelings. Managers recognise that the local area has a high number of children with oral tooth decay. As children start at the setting, they support families who do not have a dentist to access one. They offer menu cards and food bags to help families make healthy meals, reducing the sugars children have. Furthermore, they have plans to provide children's meals to mirror their teaching about healthy food choices. Effective hygiene routines are well embedded across the nursery. Children are competent in washing their hands. Older children know to use and bin tissues and staff support younger children to manage this task. This promotes children's overall positive health and wellbeing.

p.3

Inclusion Expected standard

Managers are passionate about ensuring that every child can access and enjoy their time at the setting. Managers and staff are generally swift to identify and support children with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning. Staff are knowledgeable and have ongoing training to help them fulfil their roles in supporting children with SEND or with specific medical needs. They typically demonstrate a targeted approach, working closely with other agencies and parents to set goals and monitor these closely to measure the impact. Generally children benefit from a consistent approach. Additional funding is used wisely to support the children it is allocated to. For example, resources are purchased with clear consideration of children's individual needs. This helps ensure that children, including those with SEND, those who are disadvantaged and those known to social care, make progress from their individual starting

p.3

Inclusion Expected standard

points. Managers and staff are skilled in finding out about children's unique needs before they start. They use this knowledge to help them to make adaptations so all children can engage. For example, they provide sensory experiences as children enter the setting. This offers a focus for children who find it difficult to separate from their parents and helps them to settle happily. Managers and children have regular meetings with all agencies involved in a child's care to ensure a clear focus on supporting improvements. This ensures that children are safe and well supported throughout their time at the setting and as they transition to their next stage of learning.

p.3

Leadership and governance Expected standard

Leaders are passionate. They have worked in close partnership work with the local authority in making changes to the learning environment. This has resulted in improvements to children's continuous learning, engagement and attitude to learning. Changes to the curriculum are not yet fully embedded and it is too soon for the impact of this work to be seen, however, children are making steady progress. Children with special educational needs and/or disabilities, and those known to be vulnerable benefit from a well-planned curriculum that is closely tailored to their needs.

p.4

Leadership and governance Expected standard

Managers understand the strengths of the setting and the areas they want to improve next. They provide a wealth of support to the staff team, ensuring their workload is manageable. Since the last inspection, leaders have implemented new arrangements for staff supervision and training. Staff say they feel well supported and their enthusiasm for their work is evident. However, training and targets typically focus on wellbeing and safeguarding. Managers have identified improvements needed in staff teaching which leads to occasional inconsistencies in teaching practice. Managers make decisions that are in the best interests of children. For instance, they seek funds to make changes that enable children to move freely during most parts of the day. This allows children who learn best outdoors to benefit from this learning. Strengths in leadership and governance are show in the well-embedded partnership work.

p.4

Leadership and governance Expected standard

For example, they work in partnership with parents and work with other agencies, such as the Local authority and specialists who support individual children.

p.4

Curriculum and teaching Needs attention

Leaders's recent improvements to the curriculum and learning environment are supporting progress, however, the delivery of the curriculum is not yet embedded. Activities are sometimes too open ended, and expectations for individual learning can be unclear. This means teaching is not always sharply focused on building children's current knowledge and skills. The setting benefits from high numbers of staff employed to support children. This helps to minimise any impact of the weakness in teaching, and overall children make steady progress, although not as rapid as it could be.

p.4

Curriculum and teaching Needs attention

Staff offer a broad curriculum with a clear intention to support children in readiness for their next stage of learning. For example, they provide opportunities for children to develop language, offering new words to build their vocabulary. They support children's physical skills, helping children to manipulate objects and offering activities to help children practice their balance and co-ordination. The setting has a clear focus on building children's independence and children become competent and confident learners.

p.4

Curriculum and teaching Needs attention

Staff demonstrate how to use resources effectively and they use good questioning techniques to support children's language development. Teaching for children with special educational needs and/or disabilities and those who are disadvantaged has a sharper focus and staff interactions for these children are increasingly tailored to support children in achieving their next steps. Staff use assessment effectively to identify gaps in learning and additional funding is used with clear consideration to support the individual needs of the children it is in place for.

p.4

Compulsory Childcare Register requirements

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

p.5

Register

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

p.5

Voluntary Childcare Register requirements

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

p.5

Register

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

p.5

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

Children sometimes encounter slight inconsistencies in teaching practice that still need improvement. However, overall, children have benefited from the changes that managers and staff have made to the curriculum since the last inspection. The opportunity to move

p.5

About this setting

between indoors and outdoor learning has supported children's engagement and concentration. Children make effective progress from their individual starting points.

p.6

About this setting

Children are happy and settled. They thoroughly enjoy their time at the setting. Children benefit from the time staff spend getting to know them and from the positive bonds that they form with the whole family. This results in children's needs being responded to quickly by knowledgeable and caring staff. For instance, when children are tired or upset staff offer a warm and affectionate response. Children feel safe and they settle very quickly. Children thrive in the care of kind staff. Children make steady progress, with recognisable achievements in their social skills and confidence.

p.6

About this setting

Children with special educational needs and/or disabilities seamlessly access the curriculum. Staff have a clear understanding of children's individual needs. They work with specialists to support ongoing progress. Children develop a wide vocabulary as they listen to songs and stories. They generally play cooperatively with their friends and positive behaviour is encouraged. For example, children learn how to share resources and take turns. Children demonstrate well established levels of independence. They make choices throughout the day and they manage self-care tasks, such as handwashing with increasing competence. Children are confident and eager learners. Their laughter can be heard regularly as they play and learn. Staff talk to children and value their thoughts and opinions. All children start to form friendships. For instance, children excitedly clap their hands as their friends choose props at singing time. Staff's consistent use of positive praise and

p.6

About this setting

encouragement helps to boost children's self-esteem. Partnership work is a strength of the setting and parents comment on the support they receive as a family, for example, ideas to support learning at home. This consistency, along with regular attendance at the setting, helps children to be prepared for their next stage of learning.

p.6

Next steps

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

p.6

Action Completion Date

ensure curriculum planning considers children's individual learning needs so that teaching focuses on what children need to learn next 31/08/2026 Unique reference number (URN): EY348662

p.6

Address:

Pre-School and Out Of School Care St James Street Shaw Lancashire OL2 7TD

p.7

Address:

Type: Childcare on non-domestic premises

p.7

Address:

Registered person: The Childcare Village Limited

p.7

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

p.7

Facts and figures used on inspection

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

p.7

Exceptional

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

p.7

Strong standard

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

p.8

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.

p.8

Needs attention

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

p.8

Urgent improvement

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

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8