S4YC Out of School Club and Preschool - Bishop Wilson

Wilson

Unique reference number (URN): EY453899 Address: Bishop Wilson C of E Primary School, Puddington Lane, Burton, NESTON, CH64 5SE Type: Childcare on non-domestic premises Registered with Ofsted: 13/09/2012 Registers: EYR, CCR, VCR Registered person: S4YC 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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Achievement Expected standard

Children develop secure knowledge across all areas of learning. They specifically develop their language skills and communicate well. Babies increasingly use new words to communicate their needs and wants. Older children engage in thoughtful conversations with adults showing increasing confidence and using a wide range of vocabulary. Children are able to pay attention and engage in sustained interactions. They are prepared for the next stage in their learning.

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Achievement Expected standard

Children show increasing levels of concentration when they create ramps for cars into the water tray. They show enjoyment in exploring activities and confidence to try new things. Children enjoy physical activity through exploring the large field and forest area. They develop their balance, control and coordination. Children typically play well together. At times they need support to negotiate and take turns during free play.

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Achievement Expected standard

Children who face barriers to learning, including those who are disadvantaged or have special educational needs and/or disabilities, make secure progress in their learning. They experience activities that enable them to embed their learning. For example, children join circle time where they talk about their feelings.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff role model kindness, respect and care. They greet children warmly, and reassure and provide comfort as children settle in the setting. Leaders and staff have high expectations for all children including those with special educational needs and/or disabilities. They focus on a small steps approach to ensure that children understand the expectations. For example, staff support children to remain seated while eating. Staff acknowledge and promote children's positive behaviour. They recognise children's achievements through high fives and praising their ideas. Leaders and staff have established a routine that meets the needs of all children. They have ensured that distractions are minimised to promote children's learning.

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Behaviour, attitudes and establishing routines Expected standard

Staff support older children to develop the skills of turn taking. For example, staff support children to take turns brushing a set of giant teeth. However, staff do not consistently support children during play to develop problem solving skills that enable them to work together. This means that at times, children are still developing the skills of negotiation during play and may not do this independently in their interactions with others. Leaders and staff ensure that children attend regularly. They have clear processes in place to support children's attendance.

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Children's welfare and wellbeing Expected standard

Leaders and staff create a safe and welcoming space for children to play and learn. Staff build warm positive relationships with children. The key person system is effective and all staff knows their children well. They work closely with parents and carers to ensure that there is consistency in children's care. For example, babies are held and comforted to sleep following practices from home. Staff follow safer sleep guidance to ensure children's safety. Staff effectively meet the needs of children with special educational needs and/or disabilities. They tailor care practices to meet children's individual needs to promote their wellbeing.

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Children's welfare and wellbeing Expected standard

Staff ensure that children have regular access to the outdoor environment. Leaders have plans to develop the outdoor environment to further promote learning. Staff effectively support children's independence through hygiene practices. They ensure that food is prepared safely for the age and stage of each child. Staff effectively supervise children while they eat. They promote positive attitudes to making healthy choices. For example, staff talk to babies about food that makes us strong. Leaders and staff have effectively implemented a routine that supports the mixed-ages of children in the room. However, during free play the noise level in the room is very loud. Leaders and staff have not considered how they can reduce the noise to support children's learning and development.

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Curriculum and teaching Expected standard

Leaders have implemented a curriculum that focuses on understanding the individual needs of children and their families. They identify what children know and can do to plan children's next steps in learning. Leaders and staff ensure that children with special educational needs and/or disabilities receive support through specific interventions. Staff adapt activities to meet children's individual needs. For example, staff emphasise initial word sounds to support children's pronunciation. Leaders and staff typically support children to understand about other cultures, differences and similarities. They support parents and carers to share cultural celebrations from home. However, leaders have not fully developed the curriculum to promote children's wider understanding of diversity.

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Curriculum and teaching Expected standard

Leaders and staff support babies and children's social and emotional development. They ensure that children are happy, safe and secure. Staff support children to understand their feelings and emotions. They model language during circle time and support children to express themselves. Leaders and staff typically support children's language and communication skills well. They support babies from babbling to beginning to use one to two words. Leaders and staff extend older children's language through conversations at circle time and snack times. For example, staff model how to pronounce binoculars and describe what they are used for. Staff integrate mathematical learning through play. They count with children as they read stories and sing number rhymes

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Inclusion Expected standard

Leaders have a secure understanding of children's needs. They use tools to effectively assess and plan appropriate next steps for children's learning. Leaders and staff typically review plans and adapt goals to ensure that they meet children's emerging needs. For example, staff provide phonics activities to support children's speech. Leaders ensure that children with barriers to their learning, such as those with special educational needs and/or disabilities (SEND), disadvantaged children and children who are known to children's social care, receive targeted support. For example, staff review plans and work closely with external agencies to meet children's individual needs.

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Inclusion Expected standard

Leaders and staff receive support internally from the organisation and from external agencies. Staff use guidance to implement plans and intervention strategies. This ensures that children make secure progress towards their goals. For example, staff use aids, such as visual timetables an now and next boards, to support children's understanding of routines. Staff ensure that children are ready for their next stage in learning, including transitions to school. They typically work closely with the school to ensure that children with SEND receive continuity in their learning. For example, staff share current interventions and children's progress with the school special educational needs coordinator.

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Leadership and governance Expected standard

Leaders have a clear understanding of the setting's context and areas for improvement. They have identified key priorities to improve the setting to ensure the best possible outcomes for children. For example, leaders have plans to build an undercover area outside to enable children to have free access to the outdoors. Leaders have implemented routines that minimise distractions and promotes children's concentration.

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Leadership and governance Expected standard

Staff have regular supervisions that support their growth and development. They attend professional learning opportunities to meet their individual needs. Leaders complete peer observations and identify professional learning that meet the precise needs of the children. For example, staff who work with babies are attending baby specific training. Leaders ensure that staff have the knowledge and skills to effectively support children with special educational needs and/or disabilities. This involves working closely with external agencies for support.

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Leadership and governance Expected standard

Leaders and staff effectively support transitions from the setting to school. For example, children attend the reception class once a week to become familiar with the routine and build relationships with key staff. Leaders have created a sense of community and connection with the school. They attend regular events, such as sports day and the Christmas fayre. Leaders and staff work closely with parents and carers. They have developed respectful relationships with parents. They ensure that information is shared regularly and partner with parents to ensure that children receive education and care that meets their needs.

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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 are happy and settled in this nurturing environment. They show enthusiasm and joy as they share their thoughts and ideas. Babies reach for books and sit on a member of staff's knee to read the story together. They eagerly join circle time where they choose their favourite songs and join in with actions. Babies cruise around carefully placed furniture to develop their physical skills. They play outside throwing balls, running, climbing and sliding. Children develop their physical skills as they explore the large playing field and forest area. They make secure progress from their starting points. Children experience tailored support that helps them achieve.

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

Children have secure friendships and there is a clear sense of community in the setting. They have trusting relationships with staff and settle quickly into play. Children are confident to make choices and seek out adults to read stories or play with cars. Children are able to take turns during structured games. However, during free play, children would benefit from adult support to play cooperatively with their friends. Children and their parents and carers are welcomed warmly into the setting. They are encouraged to share their family news, celebrations and values. Staff use this information to inform the teaching and learning for individual children. However, children do not experience the full range of cultural diversity.

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

Children eagerly engage in activities and play. They are confident to try new experiences and seek help from staff when they need support. Children feel safe and secure knowing that their needs will be met. For example, babies reach out to staff for cuddles when they feel uncertain. Staff encourage children's regular attendance and work closely with families to ensure that children's learning is promoted. Children are seen as active members of the community. They bring with them their own strengths and needs that are nurtured and promoted.

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Next steps

Leaders should explore strategies to reduce noise levels throughout the setting to support a calm, positive and engaging learning environment. Leaders should expand opportunities for children to explore, experience and develop their understanding of diversity. Leaders should strengthen the teaching strategies to support children's problem-solving skills so that they can independently take turns during free play.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, 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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Address:

Bishop Wilson C of E Primary School, Puddington Lane Burton NESTON CH64 5SE

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 18:30

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Address:

Local authority: Cheshire West and Chester

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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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