Mighty Oaks @ New Lodge

Mighty Oaks @ New Lodge

Unique reference number (URN): 2783238 Address: New Lodge, Wigan, WN1 2ND Type: Childcare on non-domestic premises Registered with Ofsted: 08/03/2024 Registers: EYR, CCR, VCR Registered person: Mercer, Annette

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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 Strong standard

Leaders and staff have high expectations for behaviour. They teach children about the rules and boundaries, particularly those in place when walking back from school. Children understand the importance of wearing high-visibility jackets, holding hands and walking in pairs. Staff recognise that younger children need more support and pair them with adults. Older children have responsibilities, such as walking alongside staff at the back of the group and completing headcounts. When children arrive at club, they quickly hang up their belongings, wash their hands and sit for snack. The routines are extremely well embedded, which helps children to feel secure.

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Behaviour, attitudes and establishing routines Strong standard

Staff have lovely relationships with children. They get to know their likes, dislikes and interests right from the start. This helps them to engage children in purposeful conversations. Children's behaviour is excellent. They speak respectfully to one another using manners and kind words. Older children support younger children at snack time and during play. They model the actions of the staff team and demonstrate positive and supportive attitudes towards one another.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have clear procedures in place for tackling barriers to attendance. They work closely with parents to prepare children with special educational needs and/or disabilities for attending the club, which helps reduce barriers to accessing the provision.

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Children's welfare and wellbeing Expected standard

The key-person system is well embedded. Children form strong attachments with staff and seek them out at school collection time. They are keen to hold hands with their key person and talk about their day. Staff talk to children about the importance of walking safely back from school. Children discuss what they know about crossing the roads, such as waiting for the green man, looking both ways and holding hands with an adult. They walk beautifully and listen carefully to staff instructions. The routine is well executed to keep children safe. Children are becoming increasingly independent; they wash their own hands, hang up their belongings, select their snack and carry it to the table. Children use the water jug with little support and display confidence in helping themselves. Staff provide children with healthy snacks, such as fruits, vegetables and crackers. They talk to children about healthy foods

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Children's welfare and wellbeing Expected standard

and the impact these, and exercise, have on the body.

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Children's welfare and wellbeing Expected standard

Children's mental health is a priority for leaders. They provide a space where children can learn to express and regulate their emotions. A focus on sensory activities and relaxation helps children to feel safe and secure.

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Inclusion Expected standard

Leaders quickly identify children's needs by collecting information from parents when children first start. They work closely with the parents of children with special educational needs and/or disabilities (SEND) to find out about their experiences at home. Leaders provide resources, such as visual booklets about the setting and of staff, to help prepare children for their time at the club. They seek information from schools about the care needs of children with SEND to help implement effective support at the club.

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Inclusion Expected standard

Leaders have completed additional training and used this to adapt the environment. For instance, they have implemented a sensory corner with resources to support children's regulation. There is a clear focus on helping children access activities, such as sensory circuits, yoga and mindfulness. Leaders identify that some children benefit from the designated sensory area after school. For example, they use the trampoline and peanut balls to gain sensory feedback, helping children to regulate their senses.

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Leadership and governance Expected standard

The new leaders have a good understanding of the strengths and weaknesses of the club. They accurately identify staff supervision and training as their priority. Leaders work closely with the team to identify their learning styles before finding learning opportunities to support them, considering their wellbeing and workload. The current programme of professional development helps staff to strengthen their skills in safeguarding and supporting children's emotional needs.

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Leadership and governance Expected standard

Partnership working with parents is effective. Parents are happy with the quality of the club and comment how settled and happy children are. They explain how their children were nervous when they first started but are now confident and have made good progress in their social and emotional development.

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Leadership and governance Expected standard

Leaders seek information from schools when children with special educational needs and/or disabilities first start, to gain an overview of the support required. However, on some occasions, leaders do not engage thoughtfully with schools about other children to provide continuity in their care.

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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 are very happy at the calm, relaxing club. They form lovely relationships with staff and peers and invite them into their play. Children are confident and enjoy taking part in what is on offer. They work together to create structures using dough, sharing and taking turns with the resources. Older children work collaboratively with younger children to help them feel included. This helps all children to have a positive experience at the club.

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

Children demonstrate very positive attitudes to learning. They eagerly explore the environment, making choices about what they want to play with and sharing their thoughts and opinions. Younger children particularly enjoy the sensory stepping stones. They skilfully balance as they step from stone to stone, using their mathematical knowledge to count in

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Inspector:

Kayte Farrell sequence. Staff motivate children with praise and encouragement. This boosts their confidence and self-esteem.

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Inspector:

Leaders promote children's attendance and value their individuality. They get to know children's individual needs and ensure that activities are adapted to support them. For instance, when using the trampoline, staff are on hand to help younger children who are still developing their confidence, to ensure their safety. Staff engage children in purposeful conversations and show a genuine interest in their day. They ask children what they have enjoyed and how they feel at school. This helps children to feel valued and validated.

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Next steps

Leaders should strengthen their partnership working with schools to further enhance the continuity of care for all children.

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About this inspection

The inspector spoke with leaders, practitioners, 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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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

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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 standard 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 standard 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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