Kool Kids Club
Inspection report for early years provision
Unique reference number
EY297010 Inspection date 24/11/2010
Inspector Jenny Firth
Setting address
Clifton With Rawcliffe Federation, Junior Site, Rawcliffe Drive, York, YO30 6NS
Telephone number
07503 020 035
Email;koolkidsclub@cwr.york.sch.uk
If manager not at setting: 07789 266 131
Type of setting
Childcare on non-domestic premises

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.

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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 effectiveness of leadership and management of the early years provision


Clear policies and procedures that are understood by staff and shared with parents are in place to safeguard children's welfare needs. Risk assessments and daily checks ensure the premises, toys and equipment are safe for the children attending. Appropriate staff recruitment and vetting procedures

are in place to check the suitability of adults to work with children. Well organised staff provide excellent support for the children, enabling them to develop and grow in confidence. A variety of

cultures and traditions are acknowledged in order to develop positive attitudes to equality

and diversity.

Parents are made to feel welcome in this warm, inclusive setting where all children are valued.

Comments such as 'a brilliant place' and 'an excellent club' reflect the confidence the parents

have in the care that their children receive. Staff exchange verbal information at the end of each

session to ensure that parents are informed about what their child has been doing and the care

they have received. Newsletters and parent information notice boards provide further information. Effective links with the school and other agencies ensure continuity of care.

Plans are not always tailored to meet the next steps in children's learning and provide

complementary provision to the school. The driving ambition of the manager encourages all staff

to work extremely well throughout the setting ensuring that consistently good quality care is

provided for all children. Staff regularly evaluate their practice and are highly committed to

improving the provision even further. Parents and children are consulted about their views and

parents complete questionnaires.

The quality and standards of the early years provision and outcomes for children
Children are keen and enthusiastic when they arrive at the end of the school day. They are happy,

settled and clearly enjoy their time in this inclusive setting. They are well supported by dedicated

staff who know them well and ensure children develop to their full potential. Weekly plans ensure

children are provided with a good range of exciting learning experiences which keep them involved,

and eager to learn. Regular observations take place. However, the observation and assessment of children's learning and progress, in conjunction with the school, are not fully developed.

Children get on well together, share their toys and take turns, for example when they play with construction kits, or decorate their faces with a range of colourful make-up paints.

There are opportunities for children to develop their physical skills as they play on the

trampoline in the school hall, or ride their bikes and scooters in the outdoor area.

Children are able to choose from a variety of resources such as board games, jigsaws,

and craft-work materials. They enjoy playing with small world resources, designing pop-up card

s and making face masks. They develop their writing skills when they use a range of mark-making resources such as coloured felt-tip pens, pencils and crayons. Counting skills are reinforced through number puzzles, and sorting activities. They develop skills in using information technology when they

use the computer. There are opportunities for children to develop their understanding of the wider

world when they celebrate festivals, such as Chinese New Year.

The children have a good understanding of how to keep safe and regular emergency evacuation

practises ensure that they know what to do in the event of a fire. Children understand the importance

of keeping safe in the sun when they use protective sun cream. Children know about the importance

of washing their hands before snack time and after visiting the toilet. They eat healthy snacks and

have continuous access to fresh drinking water. Staff are fully aware of children's dietary

requirements. The children have devised their own rules and these are prominently displayed.

As a result behaviour is good. Staff provide a busy and calm environment, and through their

positive, gentle, handling of children, they provide good role models. Consequently, children are polite,

kind and thoughtful towards each other.

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?
2
The capacity of the provision to maintain continuous improvement
2
The effectiveness of leadership and management of the early years provision
2
The effectiveness of leadership and management of the Early Years Foundation Stage
2
The effectiveness of leadership and management in embedding ambition and driving improvement
2
The effectiveness with which the setting deploys resources
2
The effectiveness with which the setting promotes equality and diversity
2
The effectiveness of safeguarding
2
The effectiveness of the setting’s self-evaluation, including the steps taken to promote improvement
2
The effectiveness of partnerships
2
The effectiveness of the setting’s engagement with parents and carers
2
The quality of the provision in the Early Years Foundation Stage
2
The quality of the provision in the Early Years Foundation Stage
2
Outcomes for children in the Early Years Foundation Stage
2
Outcomes for children in the Early Years Foundation Stage
2
The extent to which children achieve and enjoy their learning
2
The extent to which children feel safe
2
The extent to which children adopt healthy lifestyles
2
The extent to which children make a positive contribution
2
The extent to which children develop skills for the future
2

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