Olivers Lodge - Saffron Walden

Inspection of Olivers Lodge - Saffron Walden St. Marys Primary School, Castle Street, SAFFRON WALDEN, Essex CB10 1BQ

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This provision meets requirements

Children thoroughly enjoy their time at the club. They show they feel safe and develop respectful relationships with staff and each other. Children are keen to show visitors around and proudly share the things they have made. This includes a small, straw scarecrow and a painted, wooden birdhouse. Children say that they like going to the club as there are lots of things for them to do and they get to make new friends.

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This provision meets requirements

Children show high levels of curiosity as they engage in activities. For example, they enjoy taking part in scientific experiments to explore the concepts of 'density' and 'volume'. Children observe how household substances, such as honey, oil and washing-up liquid, react when they mix them together. Young children are given ample time to join in and placed in a position where they can see. They listen carefully to the instructions and explanations staff provide. Outside, children use their imagination as they pretend to cook meals for staff and add nearby weeds to represent herbs and the flavour of chilli.

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This provision meets requirements

Children behave well and follow the club rules with ease. They know they need to walk when indoors, come in for tea when staff ring the bell and sit down as they eat.

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need to do better?

n The manager, although relatively new to the post, has made a positive impact on the club. Her warmth and enthusiasm create an environment where staff feel valued for their contributions and children are confident to share their ideas. n Children are kept safe and secure through the use of robust risk assessments. For example, an electronic entrance system ensures staff only allow authorised persons on to the premises. The procedures for collecting children from three different school sites and monitoring those who attend extracurricular clubs is managed with precision. n Staff recognise their own strengths and are eager to continually develop their skills. They have regular opportunities to meet with the management team to discuss their performance and well-being. Staff have access to a wide selection of training. n The qualified team of staff work very well together. They use clear lines of communication and deploy themselves effectively across the areas children use.

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need to do better?

This aids the smooth running of the setting and enables children to make choices about how they spend their time. n Staff put a lot of thought and effort into the experiences they provide for children. They each take turns to plan the weekly activities and research ideas to

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need to do better?

7 February 2020 complement their own specialist skills. Staff evaluate the activities at the end of each week to identify ways they can further enhance children's play. n Children become familiar with the daily routines and demonstrate good levels of independence. Upon arrival each day, they hang up their belongings, wash their hands and help themselves to a piece of fruit to eat before they begin play. n Staff value each child for their uniqueness and support them to understand how they may be similar or different to others. For example, they explain to children what it means to be a vegan and involve them in fundraising activities to help support children who may be less fortunate. n Children have access to a vast outdoor space each day and opportunities to take part in high levels of physical activity. For instance, during a game of football they run up and down the length of the pitch, eager to score a goal from staff's

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need to do better?

skilful footwork and passes. n Parents have high praise for the club and say staff manage the different ages of children especially well. They receive regular information about the club and are aware of the different activities children take part in. Some of the ways staff maintain this level of communication is through posting updates to the club website and social media page. They display information on a notice board and make photographs available for parents to view in the setting. n The senior management team have made several attempts to establish relationships with the other settings children attend. However, these have not all been successful. This does not always enable them to promote the highest level of consistency to support children's care and development.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

Staff continually refresh their knowledge of child protection issues. They complete regular training and respond to safeguarding questions the manager asks. This helps them to keep alert to the possible signs and symptoms that may indicate a child who is at risk. Staff understand their responsibility to promote children's welfare. They know the procedures to follow if they have any concerns about a child or with the practice of another staff member. The systems for staff recruitment, induction and supervision are thorough. This helps to ensure the ongoing suitability of all staff who work with children and that they have the necessary skills to carry out their role effectively.

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Setting details

Unique reference number EY396540 Local authority Essex Inspection number 10130165 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Out-of-school day care Age range of children 4 to 11 Total number of places 30 Number of children on roll 79 Name of registered person Olivers Lodge Limited

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reference number

Telephone number 01799 540709 Date of previous inspection 3 August 2015

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Information about this early years setting

Olivers Lodge - Saffron Walden registered in 2009. The club is open each week day during school term times, from 7.30am until 9am and from 3pm until 6pm. During holiday periods, the club offers care to children every day from 8am until 6pm. The club employs six members of childcare staff. Of these, five hold appropriate early years qualifications at level 3 or above, including one with early years professional status and one with qualified teacher status.

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Inspection activities

n The inspector had a tour of the club with the support manager and manager. They talked about how the club is organised and discussed the play opportunities provided for children. n The inspector accompanied the manager and a member of staff as they collected children from the onsite school. n The inspector spoke with staff and children during the inspection and observed the quality of their interactions. She completed a joint observation of an activity with the manager. n The inspector held discussions with the support manager and manger throughout the session. She looked at relevant documentation and evidence of the suitability of staff working in the club. n The inspector spoke to a number of parents during the inspection and took account of their views.

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Inspection activities

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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Inspection activities

7 February 2020 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 and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, 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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Inspection activities

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Inspection activities

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Inspection activities

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Inspection activities

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