YMCA East Anton

YMCA East Anton

Unique reference number (URN): EY553222 Address: Ymca East Anton, Dairy Road, Andover, SP11 6YG Type: Childcare on non-domestic premises Registered with Ofsted: 02/10/2017 Registers: EYR, CCR Registered person: YMCA Fairthorne Group

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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 Strong standard

Babies and children develop at different rates and are nurtured to achieve well. Those with special educational needs and/or disabilities and those who face other barriers to learning receive engaging interventions which help develop their confidence and independence. Children show kindness to one another. They learn and develop skills, such as expressing their thoughts and feelings. They take care of their personal hygiene where appropriate, learn to wait their turn and participate in small group times. These skills support children to be very well prepared for the next stage of learning.

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Achievement Strong standard

Babies and children form secure attachments with staff, which helps them to feel safe, confident and emotionally secure. They show great enjoyment as they develop their vocabulary and communication skills, engaging positively with both their peers and staff. Children demonstrate excellent attention and listening skills, independence and decision- making. They gain these through everyday opportunities, such as selecting their own snack and making choices throughout their play.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work in partnership with parents to support positive attendance for all children. Barriers to children's learning are reduced because of these efforts and children regularly attend. Leaders and staff have embedded an inclusive routine that carefully supports children with special educational needs and/or disabilities and those who face other barriers to learning, and, therefore, all children. When adaptations are required for individual children, these are effortlessly managed by staff to ensure children's health and wellbeing remains the priority. Routines are threaded through all rooms to provide stability, familiarity and comfort for children, which supports them to transition between rooms well.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have thoughtfully considered how children transition from one learning experience to the next. They ensure that learning is continuous and that opportunities to extend and deepen children's learning are maximised throughout the day. For instance, children are proactively invited to new play opportunities by staff when appropriate. Staff are excellent role models to children and show kindness and respect. They teach and reinforce positive relationships and behaviour. Staff are close by to support children to manage their feelings when moments become emotionally tough for them. This consistent approach by staff supports children to behave well and show highly positive attitudes to learning.

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Behaviour, attitudes and establishing routines Strong standard

Children play cooperatively alongside their peers, enjoying shared games and positive interactions with one another. Staff provide effective support to the oldest children as they learn to manage their environment and take responsibility for their surroundings. They offer consistent praise and encouragement, which boosts children's confidence and motivation to continue.

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Children's welfare and wellbeing Strong standard

Leaders consistently prioritise children's welfare and wellbeing. They proactively review procedures in place to ensure they remain fit for purpose, promoting the best outcomes for all children's varying needs. For instance, they complete regular audits of aspects of the provision including safeguarding practices, inclusion, curriculum and the environment. This continuous reflection and adapting provides all children, including children with special educational needs and/or disabilities and those who face other barriers to learning, a safe, enjoyable space to thrive.

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Children's welfare and wellbeing Strong standard

Children have trusted bonds with their key person and familiar staff, enabling them to build secure attachments and have their care routines successfully met. Staff ensure routines are embedded throughout the setting which help promote children's positive attitudes to learning and help them to feel emotionally secure. Children's views are consistently heard and valued. For example, they are encouraged to make choices about whether they wish to participate in activities and confidently express their preferences, such as requesting additional food at lunchtime.

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Children's welfare and wellbeing Strong standard

Staff provide a wealth of opportunities for children to develop healthy habits with food and exercise. Children experience risk and challenge in a safe and purposeful way. They develop an excellent awareness of their own capabilities and know when to seek support, such as reaching out for a staff member's hand when needed. This helps them to manage risks effectively and keep themselves safe.

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Curriculum and teaching Strong standard

Leaders are passionate champions of the highly inclusive curriculum. They inspire staff and rigorously monitor the delivery to ensure it fully meets the needs of all children, including children with special educational needs and/or disabilities and those who face other barriers to learning. The curriculum is designed to enable children to repeat experiences which help them retain information and develop new skills. Staff deliver the curriculum through a range of small group activities and add enhancements to the environment to keep children curious and engaged. Staff are highly knowledgeable about all areas of learning. They ensure plenty of focus is placed on supporting children's personal, social and emotional wellbeing which supports children to feel safe, secure and ready to learn. For instance, children smile, laugh and show enjoyment in being around familiar staff and peers.

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Curriculum and teaching Strong standard

Children are highly motivated to take part in small group sessions. They listen to stories attentively, sustain their focus and build the communication and language skills they need to express themselves confidently. For instance, staff use engaging books as a foundation for activities across the weeks. They skilfully weave in new language which supports children to develop a love of stories and rhymes. Babies learn new vocabulary, such as the word 'digger', alongside the corresponding Makaton sign. Babies respond with enthusiasm, smiling as they eagerly repeat the new word and practise the sign. Physical development is promoted well by staff. Younger children navigate slopes in the garden and take part in dancing activities. Older children confidently balance and throw balls into hoops, demonstrating coordination and control.

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Inclusion Strong standard

Leaders and staff are extremely proactive in identifying children that experience barriers to their learning, including children that have had social care involvement. They swiftly assess children's needs, plan appropriate interventions and regularly review the effectiveness of their support and the progress children make. Staff have excellent knowledge of their key children and work closely with leaders to ensure early interventions are consistently implemented for children with special educational needs and/or disabilities (SEND) and those who face other barriers to learning. These embedded interventions enable children to make excellent progress from their starting points.

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Inclusion Strong standard

Leaders and staff demonstrate a highly effective approach to multi-agency working. They communicate and collaborate seamlessly with other professionals. This helps ensure children receive the support they need promptly, resulting in well-coordinated interventions and improved outcomes. For instance, they work closely with children's health visitors and speech and language therapists. Leaders and staff have professional relationships with parents and carers, which help break down barriers to children's learning. For example, they proactively meet with parents to explore children's attendance patterns and identify any barriers families may be experiencing, enabling them to provide targeted support. These practices have a significant impact on how children settle, develop attachments and access the well-thought-out curriculum. The setting has high-quality inclusive provision that supports children with SEND and those who face other barriers to learning extremely well.

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Leadership and governance Strong standard

Leaders and those with responsibility for governance are extremely focused on supporting staff's professional development, wellbeing and workload. Leaders provide staff with regular meaningful supervision meetings that focus on staff wellbeing, recognise effective practice and identify opportunities for continued professional development. This supportive approach helps staff to reflect on their performance, build on their strengths and develop their skills further, to enhance outcomes for children. Staff report feeling supported to grow, with some actively working towards leadership positions. They cascade their skillsets across the setting to support newer staff and wider with other settings within the YMCA group. Leaders' efforts have a positive impact on the high-quality curriculum and delivery which ensures all children, including children with special educational needs and/or disabilities and those who

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Leadership and governance Strong standard

face other barriers to learning, make excellent progress from their starting points.

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Leadership and governance Strong standard

Leaders take a highly proactive approach to working with parents and the wider community. Parents provide an abundance of positive feedback, highlighting the sensitive and effective support they receive during challenging situations. They value the guidance and reassurance offered by leaders and staff. This promotes trusting relationships and contributes to positive outcomes for children and their families. Partnerships with the local community are firmly embedded within the setting's practice, and leaders are keen to expand this work further. The setting successfully supports families by signposting them to relevant services, organising stay-and-play sessions and providing additional resources, including food parcels, when needed. As a result, families receive timely support and feel valued as part of the setting's community.

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

Babies and children are happy, motivated learners. They demonstrate a keenness and eagerness to take part in small adult-led group sessions where they sustain high levels of engagement throughout. Babies and children show enjoyment in the activities and experiences on offer. The youngest babies thrive during singing sessions where they join in with familiar words. Meanwhile, older children listen and recreate stories about 'The Tiger Who Came To Tea'. This supports children to develop a love for stories, imagination and communication and language skills. Babies and children's voices are actively encouraged and valued. Staff listen carefully and respond sensitively to children's needs, helping them to remain emotionally regulated and ensuring their personal, social and emotional needs are consistently met.

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

Children with special educational needs and/or disabilities and those who face other barriers to learning are fully supported to flourish. They are provided with targeted interventions that enable them to make excellent progress from their starting points. Children's independence is supported and encouraged. Older children confidently lay the table ahead of mealtimes and take pride in having these responsibilities. Children are fully absorbed in their play, minimising any behaviour which is resolved quickly if it arises. Children regularly share their feelings and emotions during group discussions. For example, they talk about what has made them happy that day and confidently express their likes and dislikes. These meaningful conversations help children to develop their understanding of their own feelings, while also encouraging them to recognise and respect the experiences of others. This supports children's growing understanding of diversity and inclusion. Children play

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

collaboratively and build warm friendships with their peers. They develop mathematical skills

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Address:

Ymca East Anton Dairy Road Andover SP11 6YG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: YMCA Fairthorne Group as they use their imagination to create pretend dinosaur food, counting the scoops as they play. Children thrive in the outdoors, they have opportunities for risk and challenge which supports their positive physical development. For example, children develop their balancing skills as they confidently navigate balancing beams.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspectors spoke with children, parents, senior leaders, setting leaders, staff, special educational needs coordinator 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. Register(s): EYR, CCR

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About this inspection

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

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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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