Hectors House and Club Class
Unit 12-14, Priory Road Industrial Estate, Beverley, HU17 0EW
Inspection date
Previous inspection date
The quality and standards of the
early years provision
08/04/2013
27/07/2012
This inspection:
2
Previous inspection:
2
How well the early years provision meets the needs of the range of children who
attend
2
The contribution of the early years provision to the well-being of children
2
The effectiveness of the leadership and management of the early years provision
2
The quality and standards of the early years provision
This provision is good
 Children show confidence in using the indoor adventure playground and soft play
rooms because these structures offer the opportunity for them to tackle a range of
levels and surfaces in order to practise movements and negotiate spaces.
 Observations describe younger children's learning and experiences, and planning is
based on their interest and next steps in their learning. Assessments highlight their
developmental stage in order to demonstrate their progress through the seven areas of
learning.
 Younger children develop secure trusting relationships through the successful
implementation of the key person system and the thoughtfully planned playrooms
create enabling environments for all ages of children to promote independence and to
engage in purposeful play.
It is not yet outstanding because
 The outdoor area has fewer opportunities for younger children to arrange resources in
order for them to explore and investigate the natural world, and to build and move
structures, in order to extend their experiences and expand their imaginations.
 There is scope to improve displays of words and numerals, and illustrations, in the
outdoor area in order to encourage and support children's interests in early reading and
writing skills; and in their mathematical development as they play and explore outside.
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Information about this inspection
Inspections of registered early years provision are:
 scheduled at least once in every inspection cycle – the current cycle ends on 31 July
2016
 scheduled more frequently where Ofsted identifies a need to do so, for example
where provision was previously judged inadequate
 brought forward in the inspection cycle where Ofsted has received information that
suggests the provision may not be meeting the legal requirements of the Early Years
Foundation Stage or where assessment of the provision identifies a need for early
inspection
 prioritised where we have received information that the provision is not meeting the
requirements of the Early Years Foundation Stage and which suggests children may
not be safe
 scheduled at the completion of an investigation into failure to comply with the
requirements of the Early Years Foundation Stage.
The provision is also registered on the voluntary and compulsory parts of the Childcare
Register. This report includes a judgment about compliance with the requirements of that
register.
Inspection activities

The inspector observed activities in all three rooms used by the children and in the
outside environment. She also observed snack time and lunch time.

The inspector looked at evidence of the suitability of staff working at the setting and
a selection of policies and risk assessments.

The inspector looked at children's folders containing observations and assessments,
and she also looked at the planning.

The inspector completed a joint observation and spoke to the key person for
younger children.
 The inspector held meetings with the manager and staff.

The inspector also took into account the views of parents and children spoken to on
the day.
Inspector
Caroline Stott
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Full Report
Information about the setting
Hectors House and Club Class registered in 1997. It operates from premises that are
situated on a small industrial estate in the centre of Beverley, in the East Riding of
Yorkshire. The setting is registered on the Early Years Register and on both the
compulsory and voluntary parts of the Childcare Register. The club and creche, care for
children in six rooms and have access to a secure outdoor play area. The setting is
privately owned and managed and serves the local area.
The setting employs seven members of child care staff. Of these, six hold a qualification at
level 3 and one holds a level 2 qualification. It is open Monday to Friday all year round
with the exception of bank holidays. Sessions are from 7.30am to 9am and 3.15pm to
6.30pm during term time and from 7.30am to 6.30pm during the school holidays. Children
attend for a variety of sessions. There are currently 50 children attending, of whom five
are in the early years age group. The setting supports children with special educational
needs and/or disabilities. The setting receives support from the local authority.
What the setting needs to do to improve further
To further improve the quality of the early years provision the provider should:
 improve the range of activities and experiences offered to younger children
outdoors by: arranging flexible resources where children can explore and investigate
the natural world; and build and move structures, in order to extend children's
experiences and expand their imaginations
 include numerals, words and illustrations in the outdoor area in order to encourage
and support younger children's interest in reading and writing skills; and to support
and offer opportunities for them to count and use numbers within everyday play
outdoors.
Inspection judgements
How well the early years provision meets the needs of the range of children
who attend
The club has a well-organised environment and staff provides interesting experiences and
activities to support children to develop and learn effectively through the areas of learning.
Younger children's interests of exploring simple technology is supported well as children
press buttons, enabling them to learn to operate this equipment successfully. For
example, children wave and say goodbye in response to the voice heard and point to
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familiar objects on the screen, assisted well by key persons, prompting key words and
encouraging repetition. Overall, younger children are supported well in relation to their
age and stage of development, and therefore develop the skills needed in order to
progress and to be ready for the next stages in their learning. Key persons monitor and
track children's progress through effective observations and assessments, they effectively
plan for individual children's interests and next steps in their learning. As a result, children
are supported and make generally good progress through the seven areas of learning.
Children are encouraged to move freely around the club's building. They access their own
choice of resource independently and explore activities and experiences of their choosing.
For example, younger children select to play with the farm and staff set this up with a play
mat, buildings and animals. Staff select animals, in turn naming them and encouraging
children to repeat and make the animal sounds. This supports children's language
development and building of their vocabulary successfully, through exploring within their
play and experiences. However, wording and numerals, and illustrations, in the outdoor
area is not as effectively displayed as indoors, in order to encourage and support
children's interests in early reading and writing skills; and in their mathematical
development as they play and explore outside. Younger children actively respond to music
as they practise dance and body movements, imitating older children's movements and
actions. This supports their movement and coordination, enabling them to be active and
interactive, and gain confidence in their movements in a range of ways.
Art and design are suitably encouraged through an activity to make a celebration tree.
Children are encouraged to explore a variety of materials and techniques, and experiment
with colours and designs using creative materials. This shows that children are offered
accessible and open-ended resources to satisfactorily support their explorations and
imagination appropriately for their age. However, the outdoor area has fewer
opportunities for younger children to transport and arrange resources in order for them to
explore and investigate the natural world, such as, investigating the wind through bubbles
or streamers. Or to build and balance, or to be able to move structures, in order to extend
their experiences and expand their imaginations through the use of different materials,
such as, sand or block play. Consequently, there is scope to extend children's explorations
and experiences of different mediums and textures, to design and create enclosures, and
to be able to organise their own arrangements outside.
The club invites parents and children to have initial visits with them to encourage good
relationships. This also provides an ideal opportunity for the sharing of information about
the club's routines and children's needs. Parents complete an 'All about me' sheet which
provides important information for the key person on younger children's interest and skills,
their likes and dislikes, and care needs. Parents are encouraged to share their children's
achievements and to view their child's development and learning folders. Therefore,
parents are encouraged to be involved with their children's learning and are well-informed
of their child's progress.
The contribution of the early years provision to the well-being of children
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The club has an appropriate key person system in place to support younger children whilst
at the club. Each room is set up to support and assist children's current interests, creating
a welcoming environment where children engage in their play freely. Children enter and
engage in their play immediately, as a result of the key person being knowledgeable of
younger children's current interests. This means children form appropriate relationships
with staff and their peers. Children are confident to talk to others, staff and other children.
For example, older children independently organise a game of 'tag' on the indoor
adventure playground, including younger children within their play. This enables them to
develop and practise their physical skills and large body movements. They negotiate and
play cooperatively, and encourage and praise each other. Children call to, wait for and
support each other, and younger children within their play. This inspires positive
relationships and promotes confidence in children's increasing abilities. This means
children show respect for one another, show sensitivity and are considerate to others in
order to play together and be part of the group.
Children are encouraged to follow appropriate hygiene practices, such as washing their
hands before snack time. They are encouraged to use hand sanitising gel and supported
to cover their mouths during coughing, to maintain good hygiene. Snack consists of a
selection of fruit and is freely available, promoting a healthy diet and good eating habits.
Lunch is provided by parents and children sit together as a group with staff, promoting
effective relationships and stimulating good manners. Children are collected from many
local schools by the club's staff, walking or by mini-van in order to maintain their safety.
Outdoor play is supported by vigilant staff. This area enables children to safely negotiate
space and develop control in their coordination as they practise movements and master
the use of play equipment. Younger children throw balls to staff and chalk on the surface
to stimulate fine motor skills and hand-to-eye coordination.
Key persons encourage younger children to think about their own safety, reminding them
to wait to cross the outdoor play area, because older children are engaged in their active
play on vehicles. This enables children to gain an understanding of managing their own
safety and the consequences and risks involved, such as being knocked, or falling and
hurting themselves. Children show good behaviour whilst moving through the various
rooms of the club, 'Hector says' posters, establishes and reinforces set boundaries and
behavioural expectations formed by the club. The children's council promotes children to
have a voice and represent their ideas to support improvement plans for the club,
enabling them to have an input to new areas and resources. This values their thoughts
and ideas, and promotes their confidence and opinions which in turn supports their
preferences in their choice of play and activities.
The club supports children's transitions from home into the club, encouraging parents and
children visits. Communication books are used between different settings used by younger
children and schools are encouraged to pass on information on younger children's
interests and achievements, and on their learning and development. Consequently, staff
provide the appropriate support for children through their next stage in their learning and
development and encourage relevant information sharing between the settings attended.
The effectiveness of the leadership and management of the early years
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provision
Staff have a strong knowledge of the seven areas of learning and observe younger
children effectively. Experiences and opportunities are further explored to support younger
children's next steps in their learning and development appropriately. Planning is efficient
and takes account of children's interests and their next steps of learning and development.
This enables younger children to be motivated and interested in actively learning through
their play. Assessments are highlighted and demonstrate children's good progress from
their starting points. Consequently, children's abilities and achievements are recognised
and supported throughout the seven areas of learning.
The safeguarding and welfare requirements are met and monitored effectively. All
practitioners complete safeguarding training and are aware of local safeguarding
procedures. The camera security system provides security and confidence for all, staff and
parents alike, as it monitors all areas of the building and the outdoor area. Risk
assessments are implemented effectively, for all areas of the club and outings, which
ensures that risks to children are minimised. Recruitment procedures are thorough, which
ensures that staff working with children, are suitable to do so. Staff have individual
training plans to identify ways to improve their knowledge and practice. They are fully
committed to improving their practice through completing higher qualifications in
childcare. They update their training to meet children's needs, such as, completing first aid
and food hygiene courses. The staff hold regular meetings to identify strengths and
weaknesses. There is a completed self-evaluation in place that explains the club's priorities
and is used to set challenging targets for improvement. Parents, children and staff
complete feedback sheets which values their input and suggestions, to improve the
environment of the club for the benefit of the children.
The club has an effective partnership with parents and the local schools; information is
shared in relation to children's individual care needs verbally on a daily basis. Daily diaries
and communication books support children care, learning and development in more detail,
from home to the club, and across the different settings they attend. Appropriate
relationships are in place with relevant professionals to help support children with
additional needs.
The Childcare Register
The requirements for the compulsory part of the Childcare Register are
Met
The requirements for the voluntary part of the Childcare Register are
Met
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What inspection judgements mean
Registered early years provision
Grade
Judgement
Description
Grade 1
Outstanding
Outstanding provision is highly effective in meeting the needs
of all children exceptionally well. This ensures that children are
very well prepared for the next stage of their learning.
Grade 2
Good
Good provision is effective in delivering provision that meets
the needs of all children well. This ensures children are ready
for the next stage of their learning.
Grade 3
Satisfactory
Satisfactory provision is performing less well than expectations
in one or more of the key areas. It requires improvement in
order to be good.
Grade 4
Inadequate
Provision that is inadequate requires significant improvement
and/or enforcement action. The provision is failing to give
children an acceptable standard of early years education and/or
is not meeting the safeguarding and welfare requirements of
the Early Years Foundation Stage. It will be inspected again
within 12 months of the date of this inspection.
Met
The provision has no children on roll. The inspection judgement
is that the provider continues to meet the requirements for
registration.
Not met
The provision has no children on roll. The inspection judgement
is that the provider does not meet the requirements for
registration.
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Inspection
This inspection was carried out by Ofsted 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.
Setting details
Unique reference number
314607
Local authority
East Riding of Yorkshire
Inspection number
911960
Type of provision
Registration category
Childcare - Non-Domestic
Age range of children
0 - 17
Total number of places
65
Number of children on roll
50
Name of provider
Suzane and Michael Menzies-Baird Partnership
Date of previous inspection
27/07/2012
Telephone number
01482 867136
Any complaints about the inspection or the report should be made following the procedures
set out in the guidance ‘Complaints procedure: raising concerns and making complaints
about Ofsted’, which is available from Ofsted’s website: www.ofsted.gov.uk. If you would
like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email
[email protected].
Type of provision
For the purposes of this inspection the following definitions apply:
Full-time provision is that which operates for more than three hours. These are usually
known as nurseries, nursery schools and pre-schools and must deliver the Early Years
Foundation Stage. They are registered on the Early Years Register and pay the higher fee
for registration.
Sessional provision operates for more than two hours but does not exceed three hours in
any one day. These are usually known as pre-schools, kindergartens or nursery schools
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and must deliver the Early Years Foundation Stage. They are registered on the Early Years
Register and pay the lower fee for registration.
Childminders care for one or more children where individual children attend for a period of
more than two hours in any one day. They operate from domestic premises, which are
usually the childminder’s own home. They are registered on the Early Years Register and
must deliver the Early Years Foundation Stage.
Out of school provision may be sessional or full-time provision and is delivered before or
after school and/or in the summer holidays. They are registered on the Early Years
Register and must deliver the Early Years Foundation Stage. Where children receive their
Early Years Foundation Stage in school these providers do not have to deliver the learning
and development requirements in full but should complement the experiences children
receive in school.
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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
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safeguarding and child protection.
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