Children's Respite Trust Centre

Inspection of Children's Respite Trust Centre Childrens Respite Trust, 140a High Street, Uckfield TN22 1QR

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Overall effectiveness Good

The quality of education Good Behaviour and attitudes Good Personal development Good Leadership and management Good Overall effectiveness at previous inspection Not applicable

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The provision is good

Staff create a very calm and settled environment for children. They greet every child individually and help them to separate from their parents. The setting provides respite care for families with children who have special educational needs and/or disabilities (SEND). Every child is valued and provided with continual support and guidance, including when they are not at the setting.

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The provision is good

Skilled staff help children to understand boundaries in a way that is appropriate to their stage of development. For example, staff give clear, verbal instructions, such as 'waiting' and 'kind hands', so that children understand what is expected of them. Staff skilfully adapt how they communicate with children, such as using Makaton and visual aids, to support all children's understanding.

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The provision is good

Children enjoy a range of activities to promote their physical development, attention and turn taking. For example, during outdoor play, staff support children to use a sand timer to take turns with resources. Children excitedly play running races, and staff promote children's attention and listening as they use 'stop' and 'go' signs. Staff comment on children's play as they pour water from one container to another. Children persevere as they stack large blocks and concentrate as they explore the lights in the sensory room.

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need to do better?

n The leadership team is strong. It has clear values and principles that form the setting's ethos. Leaders are committed to providing children and their families with the support they need. They are reflective and open to suggestions about how they do things and if they can improve. Leaders have organised for some maintenance work to be carried out on the premises to ensure the environment remains suitable for children. n Leaders place a high priority on the well-being of staff, children and families. They provide regular times for staff to discuss any concerns they may have and their training needs. Their aim is to create an environment where all setting users feel their well-being is cared for. Staff report they feel well supported in their roles. n Staff know the children very well. Leaders conduct home visits before children start at the setting and take time to get to know them and their families. They

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need to do better?

contact other professionals that are involved in their care and liaise with other settings the children may attend. This helps children to feel at ease when they start. n The curriculum intent is clear and, generally, staff implement this well. They adapt their practice depending on the individual needs of children. For example, staff encourage children to use their visual-aid boards to help them make

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need to do better?

12 March 2025 choices and communicate their needs. However, at times, staff do not always know where the children's communication boards are located, and these are not always accessible to children. This means children have to wait momentarily to communicate their needs or to make their choices known. n Staff promote children's mathematical development through their play. For example, they encourage children to count as they practise walking on low-level stilts. Children concentrate and count their steps while learning to balance. Staff comment on volume as children empty and fill jugs in the water tray, and they teach children that some items sink and some float. n Staff promote children's independence. They encourage them to put on their own coat before going outside and to help lay the table at mealtimes. Children sit well together at lunchtime while staff read them a story. After lunch, some children are encouraged to have a rest. However, the arrangements for sleep

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need to do better?

time are not consistently organised well. For example, at times, staff get involved with other tasks and do not make sure children are comfortable or that they rest peacefully. n Staff take children on outings into the local community. They recently visited the local garden centre to buy seeds to plant. The setting organises events during the year where children and their families can meet with other families and share experiences, such as meeting Santa Claus at Christmas. n Partnerships with parents are excellent. Leaders and staff provide parents with an abundance of support and guidance. For example, they help parents access a range of funding they are entitled to, and they refer them to other services and professionals where needed. They allow parents to borrow home-learning packs so that children's progress can be celebrated at home. Parents talk incredibly highly of the progress their children make and how they feel part of a family at

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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should:

n review and improve the organisation of the environment so that it fully supports the implementation of the curriculum, particularly when supporting children's communication n strengthen the arrangements for when children sleep so that they benefit fully from peaceful rest times.

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Setting details

Unique reference number 2699550 Local authority East Sussex Inspection number 10372599 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 Full day care

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inspection

Total number of places 22 Number of children on roll 68 Name of registered person Children's Respite Trust

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reference number

Telephone number 01825 817417 Date of previous inspection Not applicable

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Information about this early years setting

The Children's Respite Trust Centre is located in Uckfield, East Sussex and provides respite care for families who have children with SEND. It is open on Mondays, Tuesdays and Wednesdays from 9am to 3pm, term time only, and from 9am to 5pm during the summer holidays. There are five staff who work directly with children, three of whom hold appropriate childcare qualifications. The setting offers the government funded places for childcare and receives specific funding for disadvantaged children.

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Inspection activities

n The manager joined the inspector on a learning walk and talked to the inspector about their curriculum and what they want the children to learn. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the quality of education being provided, indoors and outdoors, and assessed the impact that this was having on children's learning. n The inspector and the manager carried out a joint observation. n The inspector looked at relevant documentation.

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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

12 March 2025 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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