Playzy Days Inspection report for early years provision Unique reference number EY358813 Inspection date 25/10/2011 Inspector Tracey Harrison Setting address Roe Green Cricket Club, Beesley Green, Worsley, MANCHESTER, M28 2QW Telephone number 07872 630 012 Email www.playzydays.com Type of setting Childcare - Non-Domestic The Office for Standards in Education, Children's Services and Skills (Ofsted) 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 Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, 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. 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. You may copy all or parts of this document for non-commercial educational purposes, as long as you give details of the source and date of publication and do not alter the information in any way. T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk © Crown copyright 2011 Introduction This inspection was carried out by Ofsted under Sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the registered early years provision. ‘Early years provision’ refers to provision regulated by Ofsted for children from birth to 31 August following their fifth birthday (the early years age group). The registered person must ensure that this provision complies with the statutory framework for children’s learning, development and welfare, known as the Early Years Foundation Stage. The provider must provide a copy of this report to all parents with children at the setting where reasonably practicable. The provider must provide a copy of the report to any other person who asks for one, but may charge a fee for this service (The Childcare (Inspection) Regulations 2008 regulations 9 and 10). Children only attend this setting before and/or after the school day and/or during the school holidays. The judgements in this report reflect the quality of early years provision offered to children during those periods. The setting also makes provision for children older than the early years age group which is registered on the voluntary and/or compulsory part(s) of the Childcare Register. This report does not include an evaluation of that provision, but a comment about compliance with the requirements of the Childcare Register is included in Annex B. Please see our website for more information about each childcare provider. We publish inspection reports, conditions of registration and details of complaints we receive where we or the provider take action to meet the requirements of registration. Description of the setting Plazy Days is a privately managed setting and was registered in 2007. It operates from Roe Green Cricket Club in a residential area of Worsley, a suburb of Salford. Children have access to two rooms and bathroom facilities. Children also have supervised access to the cricket green for outside play. The provision is open Monday to Friday from 8am until 6pm during the school holidays. The setting is registered to provide care for a maximum of 24 children at any one time and there are currently a large number of children on roll who may attend a range of sessions. The setting is registered on the Early Years Register and the compulsory and voluntary parts of the Childcare Register. The setting supports children with special educational needs and/or disabilities. The overall effectiveness of the early years provision Overall the quality of the provision is outstanding. Outcomes for children are excellent, children play a dynamic role in their learning which means they make outstanding progress in developing skills for the future. The highly qualified staff team support every child to enjoy and achieve through a play-based curriculum which makes excellent use of the outdoor environment and surrounding woodland and parks. Highly effective partnerships with children and parents mean that children's individual needs are met and children display exceptionally positive behaviour. Generally, self-evaluation is reflective of what the setting does well and includes feedback from parents and children to inform improvements. What steps need to be taken to improve provision further? To further improve the high quality early years provision the registered person should consider: . reviewing the outcomes for children regularly to continue to inform quality improvement processes. The effectiveness of leadership and management of the early years provision Children are safeguarded and well-protected in the setting because the staff are very knowledgeable about local safeguarding policies. They have highly effective procedures in place to manage any concerns they may have about children in their care. Rigorous recruitment procedures ensure that staff are are safe and suitable to work with young children. This means that children are safeguarded well. Staff make excellent use of thorough risk assessments to support them in ensuring the areas used by the children and the outings taken are safe. For example, nature walks in the woods, trips to the park and the cinema. This means that children are able to move safely and freely around the building. Comprehensive policies and procedures are implemented consistently. This means there are very robust processes in place for keeping children safe. Staff are highly knowledgeable about the Early Years Foundation Stage and use this exceptionally well to support children in their learning. The environment is well organised and accessible to all children making full use of outdoor opportunities. All children are involved in the planning process for activities delivered, this means that they are able to thrive and make excellent progress in their development through a range of play based learning. The setting has high aspirations for the children in their care and a high quality setting. They continually look for ways to improve the provision for the children and to this end set themselves ambitious and appropriate targets. Previous recommendations have been addressed promptly and effectively. For example, regular fire drills are now highly effective as all children are able to tell you where the escape routes are. This means that plans for the future are well targeted to bring about further improvement to the provision and outcomes for children. Managers aspire to lead a culture of reflective practice to continue to improve the quality of provision for all children. Staff form close working relationships with parents and carers. They meet with families regularly and obtain useful information about each child, such as individual needs, preferences, important news and starting points. Staff also arrange a daily meeting where children can share their news. This means that parents' wishes and children's individual needs are exceptionally met. Parents are encouraged to become involved in their child's learning and each child is very well supported in making progress towards the early learning goals. Excellent relationships with other provisions and professionals involved with the children are well-established and contribute well to supporting children's welfare and learning. Staff are very skilled in supporting children who have special educational needs and/or disabilities. They readily adapt activities to ensure that all children can access them. This means that the individual needs of all children are met and all children are included fully in the life of the setting. The quality and standards of the early years provision and outcomes for children All children show a sense of security and feel safe in their setting. All children are aware of the safety rules in the setting. This is because staff involve children in setting the standards of behaviour during the mornings welcome meeting. For example, children are encouraged to recall the fire evacuation routes from each room and the safety measures in place when playing out on the cricket ground and indoors. Children recall this with ease meaning that they have an excellent understanding of how to keep themselves safe. Children show an excellent understanding of hygiene routines and the importance of this as they are also discussed at the beginning of everyday. Staff promote healthy eating with home cooked menus. Staff and children enjoy lunch together where conversation and excellent manners are promoted. Drinking water is readily available at the drinking station in the main room and all children know how to access this safely. Staff cater for individual preferences and children can bring their own lunch or are offered an alternative if they prefer. This means that children make healthy choices at snack and meal times. Children benefit from a wide range of activities with a focus on the outdoors and physical activity, for example walks in the woods, trips to the park and outdoor play with a range of equipment on the cricket ground. Children are actively involved in the planning process on a daily basis. During the morning welcome meeting children's choices for the day are negotiated and agreed together and the plans are written up by children and displayed. Children work together to build dens with large pieces of material, pegs and the furniture and staff are asked for support and directed by the children. A range of language is used throughout these types of activities to encourage the children with problem-solving to gain the end product. Pictures are taken for the setting albums which show a range of activities such as trips to the farm, building large scale domino runs and collage activities. Communication is encouraged throughout all activities which is evident with the constant chatter between children and staff. Mark making opportunities are made available indoors and out, such as water pots and brushes on the walls and floor outdoors or chalks and boards. High quality teaching in early learning means that children benefit from a stimulating and welcoming environment where learning is extended with open-ended questions and encouragement. Observations and planning are all linked to outcomes for children and inform planning. Consequently children are making excellent progress towards the early learning goals in all six areas of learning. Children are confident and settle extremely well in the setting because the staff give clear explanations and set appropriate boundaries. Children work very well together and have respect for themselves and others. This is because the staff value the relationships with parents and children who have shared ownership of the planning and play experiences available. The staff have an excellent knowledge of the children in their care and work hard to ensure that all children are included fully in the life of the setting. Annex A: record of inspection judgements The key inspection judgements and what they mean Grade 1 is Outstanding: this aspect of the provision is of exceptionally high quality Grade 2 is Good: this aspect of the provision is strong Grade 3 is Satisfactory: this aspect of the provision is sound Grade 4 is Inadequate: this aspect of the provision is not good enough The overall effectiveness of the early years provision How well does the setting meet the needs of the children in the Early Years Foundation Stage? 1 The capacity of the provision to maintain continuous improvement 1 The effectiveness of leadership and management of the early years provision The effectiveness of leadership and management of the Early Years Foundation Stage 1 The effectiveness of leadership and management in embedding ambition and driving improvement 1 The effectiveness with which the setting deploys resources 1 The effectiveness with which the setting promotes equality and diversity 1 The effectiveness of safeguarding 1 The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement 1 The effectiveness of partnerships 1 The effectiveness of the setting’s engagement with parents and carers 1 The quality of the provision in the Early Years Foundation Stage The quality of the provision in the Early Years Foundation Stage 1 Outcomes for children in the Early Years Foundation Stage Outcomes for children in the Early Years Foundation Stage 1 The extent to which children achieve and enjoy their learning 1 The extent to which children feel safe 1 The extent to which children adopt healthy lifestyles 1 The extent to which children make a positive contribution 1 The extent to which children develop skills for the future 1 Any complaints about the inspection or report should be made following the procedures set out in the guidance available from Ofsted’s website: www.ofsted.gov.uk Annex B: the Childcare Register The provider confirms that the requirements of the compulsory part of the Childcare Register are: Met The provider confirms that the requirements of the voluntary part of the Childcare Register are: Met