Wybers Wood Out of School Club

Wybers Wood Out of School Club

Unique reference number (URN): EY270404 Address: Wybers Wood Academy, Timberley Drive, GRIMSBY, South Humberside, DN37 9QZ Type: Childcare on non-domestic premises Registered with Ofsted: 16/10/2003 Registers: EYR, CCR, VCR Registered person: Franklin, Tracy Ann

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Safeguarding standards met

The safeguarding standards are met. This means that leaders and/or those responsible for governance and oversight fulfil their specific responsibilities and have established an open culture in which safeguarding is everyone's responsibility and concerns are actively identified, acted upon and managed. As a result, children are made safer and feel safe.

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How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

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How we evaluate safeguarding

Met: The setting has an open and positive culture of safeguarding. Not met: The setting has not created an open and positive culture of safeguarding. Not all legal requirements are met.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models and have high expectations for children's punctuality, attendance and behaviour. Staff provide clear and consistent boundaries appropriate to the age and stage of development of the children. Children actively contribute to developing their own rules and expectations of the setting. Children are invited to display words around the club to encourage positive behaviour, such as, 'respect', 'kindness' and 'tolerance'. Staff promote positive behaviour and provide children with praise and encouragement and celebrate their achievements. For instance, they use a reward system for kindness and helping others. Children with the most rewards can choose a new resource for the club. Children understand the rules and boundaries of the setting and respond well to these. Leaders have not yet developed highly impactful strategies to teach children consistently positive attitudes to their learning and to each other.

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Behaviour, attitudes and establishing routines Expected standard

Staff know children extremely well. They actively join in with children's play and make the sessions fun. Staff are attentive to children's interests and individual needs. Consequently, children form strong bonds with staff and each other. Children show kindness to one another and work cooperatively together, both at play and when it is time to tidy up. Staff support children in becoming independent and making choices. Children vote on which games they would like to play as a group, or if they would prefer to go to the garden or have some quiet time inside. Children's voices are well represented within the club. Staff plan a broad range of exciting experiences to teach children about similarities and differences. For instance, children recently engaged in exciting activities as part of learning about Diwali. This helps children develop their knowledge and understanding of the wider world.

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Children's welfare and well-being Expected standard

Children show high levels of emotional wellbeing at this club. They are curious learners and confident communicators. Children express that they love attending the club and the staff are very kind and friendly. They also state that they enjoy the wide variety of experiences and 'there is always something fun and exciting to do'. Children evidently enjoy attending and flourish at the club. Leaders have not yet developed highly effective systems to ensure that policies and procedures are rigorously adapted and reviewed. Children are very well supported to be active and adopt healthy lifestyles. For instance, they have fun playing football and ball games. Staff actively join in and give them guidance and tips on developing different sporting techniques. This helps to support children's physical and emotional wellbeing. Positive hygiene routines are encouraged through the promotion of regular handwashing, especially before eating and after using the bathroom. Staff respect

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Children's welfare and well-being Expected standard

children's privacy when using the bathroom based on their stage of development. Children have a healthy light tea in the afternoon and make independent choices. They choose what they would like to eat and are encouraged to spread their own choice of spreads on toast. They are offered different fruits to accompany their yoghurts. Effective systems are in place to ensure that children are only offered food appropriate to their individual needs and dietary requirements to support their good health. Staff sit alongside children at the table, using this opportunity to engage in meaningful conversations about oral health and the importance of healthy lifestyles.

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Inclusion Expected standard

Leaders have developed an inclusive culture across the setting where all children and their families are valued and included. Staff take time to get to know each child to help them understand how to meet their individual needs. They find out about children's interests and needs at home as part of the induction process. Drop-in sessions and settling-in visits are provided where needed. The youngest children have a designated key person, who develop positive relationships with the children and their parents to help them support children's individual needs.

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Inclusion Expected standard

Staff are proactive in identifying where children may benefit from additional support. Staff are very competent at supporting the needs of all children and reducing any barriers to their learning and development. For example, making small adjustments to activities and adapting how they communicate with children, so that all children are able to fully participate. However, systems to monitor the progress of children are not yet rigorous enough to make a sustained difference to children's opportunities and experiences. Nevertheless, children with special educational needs and/or disabilities receive appropriate levels of support.

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Inclusion Expected standard

Staff work in partnership with parents, other professionals and school teachers where appropriate, to ensure a consistent approach to children's care, learning and development. This ensures that all children's individual and unique needs are fully provided for.

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Leadership and governance Expected standard

Leaders have established an inclusive culture where all children, including those who are disadvantaged and those with special educational needs and/or disabilities, are identified swiftly and supported effectively. Leaders work in partnership with parents and professionals to secure support and interventions for children as needed. Leaders ensure that staff have an understanding of their roles and responsibilities. Staff are reflective. For instance, they share ideas during weekly meetings, which leads to the planning of new activities and some continuous improvements to the club. Staff regularly evaluate and seek feedback from children and parents to continue providing a service that meets the needs of all who use it. For example, they have recently developed the outdoor area and have further plans to develop a reading area outside.

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Leadership and governance Expected standard

Staff are happy and state that they feel well supported by leaders. Leaders provide them with a full induction and staff access mandatory training online. However, leaders have not yet instilled a culture of continuous improvement in which staff are consistently offered high- quality feedback as part of improving ongoing practice and provision overall. Leaders' current approach to self-evaluation and improvement does not always fully identify and target improvements with a clear and ambitious vision for providing the highest possible quality of care and experiences for children that attend.

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Leadership and governance Expected standard

Partnership with parents is effective. Parents comment that they feel well informed about events within the setting and the different activities their children can participate in, including outings into the local community. They say that their children love attending the club, often asking to return for holiday sessions or additional activities. Families describe the consistent support as helping their children feel secure, valued and motivated to explore and learn in a positive environment.

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Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

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Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

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Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

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Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

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What it's like to be a child at this setting

Children benefit from the safe and inclusive environment provided. Positive relationships are established between the children and staff who know them well. Younger children are escorted from their classrooms to the club by staff who care for them. Older children independently and eagerly make their way to the club where they quickly settle at activities with their friends. Quiet spaces are provided for children who need time to rest after school. Children demonstrate and comment that they feel safe and valued by staff. Staff develop effective partnerships with children's parents and the school that children attend. Leaders ensure that there is an effective system in place for monitoring attendance, and take prompt action where absences are not known to ensure children's safety and welfare. Children with special educational needs and/or disabilities receive timely support. Children are respectful and tolerant of their peers, helping to build positive relationships. They listen when their

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What it's like to be a child at this setting

friends and staff speak and happily share their knowledge and views with them. For instance, during a creative activity, older children support younger children to create simple portraits. They celebrate together by 'high-fiving' each other.

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What it's like to be a child at this setting

Children access engaging and stimulating experiences across the club to support their all round development. Activities are age-appropriate and carefully organised to nurture children's interests. A wide range of age-appropriate opportunities are provided for children to be active, creative and play cooperatively. Children enjoy physical games outdoors, where staff are deployed well to support children as needed and keep them safe. Children also enjoy small-group crafting, and imaginative role play, taking pride in their achievements. Children's personal, social and emotional development is supported well, helping to build their independence, curiosity and confidence.

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Next steps

Leaders should enhance systems for coaching and mentoring staff, to help staff to develop their practice even further and continue to improve experiences for children. Leaders should strengthen monitoring and evaluation to further target clear and ambitious priorities for improvement that focus on securing excellence for all children.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, designated safeguarding leads, teachers, parents and children during the inspection.

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About this inspection

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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About this inspection

A quality assurance visit by an early years regulatory inspector was carried out at this inspection.

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Address:

Wybers Wood Academy Timberley Drive GRIMSBY South Humberside DN37 9QZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:45

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Address:

Local authority: North East Lincolnshire

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

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Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

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Strong standard

The setting reaches a strong standard. Leaders are working above the standards expected of them.

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Expected standard

The setting is fulfilling the expected standard of education and/or care. This means they are following the standards set out in statutory and non-statutory legislation and the professional standards expected of them.

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Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

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Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

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Urgent improvement

services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

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Urgent improvement

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Urgent improvement

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Urgent improvement

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Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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