Playstop and Little Owls

Playstop and Little Owls

Unique reference number (URN): 2739761 Address: Rankin Hall Day Nursery, Lorenzo Drive, LIVERPOOL, L11 1BG Type: Childcare on non-domestic premises Registered with Ofsted: 13/07/2023 Registers: EYR, CCR, VCR Registered person: Clarke, Julia

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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 have created a harmonious and respectful culture in the setting. They have developed warm, respectful and caring relationship with children. Children enjoy spending time with staff. They know that the staff are there for them and will help them to resolve any problems.

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Behaviour, attitudes and establishing routines Strong standard

Clear routines and boundaries are embedded into the daily routines. These are known and understood by the children. For example, they know that they must wear their seatbelt in the minibus and use the correct booster seat. In addition, they check that their friends are safe. Consequently, children have a clear understanding of their own safety.

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Behaviour, attitudes and establishing routines Strong standard

Children are kind and demonstrate high levels of respect for their friends. They relish the opportunities to have specific jobs, such as being the 'leader' when walking to the minibus. They take this seriously and make sure that their friends are safe. Children respond well to non-verbal cues, such as 'the look' when they are not following the rules. This helps them to pause, think about what they are doing and make any necessary changes.

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Behaviour, attitudes and establishing routines Strong standard

Leaders recognise the importance of children's attendance. They work in collaboration with parents to overcome any barriers to this and support children with special educational needs and/or disabilities to attend. Staff have created quiet, safe spaces for children to access when they are overwhelmed. When this happens, they sensitively intervene to help children to work through their feelings. This helps children to settle and re-engage in the activities.

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Children's welfare and wellbeing Expected standard

Leaders and staff support children's emotional health and wellbeing. They use 'The Colour Monster' book to help younger children explain how they are feeling. This enables them to name their feelings and talk to staff about this. In addition, staff prioritise the benefits of being outdoors and physical activity. Children recognise the importance of this and the benefits to their health. Staff actively encourage children to persevere at developing new skills, such as using a hula hoop. Children smile in delight at their progress. Children are provided with a range of snacks. Staff help children to understand what foods they can and cannot have because of allergies. This helps to build children's confidence in managing their own needs. In addition, staff regularly bake with the children. This enables children to develop skills for life as they explore different recipes.

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Children's welfare and wellbeing Expected standard

Leaders help children to take responsibility for their own safety online. They talk to children about the potential dangers of accepting people who they do not know when playing on games consoles. Furthermore, leaders share information with parents when they are alerted to particular concerns. This proactive approach helps to keep children safe.

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Inclusion Expected standard

Leaders work in partnership with parents and schools to support children with special educational needs and/or disabilities. They skilfully adapt and integrate individual children's routines into the session. This enables children to settle and take part in activities at their own pace.

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Inclusion Expected standard

Leaders help children to know and understand the diverse needs of their friends in a sensitive way. As a result, children are empathetic to their friends and adapt how they interact with them accordingly. For example, children are taught gentle methods of communication that help others to communicate. This sensitive approach effectively reduces barriers to children's engagement.

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Inclusion Expected standard

Leaders provide an inclusive environment, which helps children to understand that people have different beliefs. For example, children explore the meaning behind cultural events, such as Diwali. Furthermore, this supports their awareness of their own community and the wider world.

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Leadership and governance Expected standard

Leaders are attentive to the needs of staff and adapt their workloads to support them. Leaders are aware that there has been some difficulty accessing training and they have been reliant on staff attending training in their other roles working with children. Staff are provided with some opportunities for professional supervision. However, this is not always targeted to support new staff, and leaders do not identify what learning staff have taken from other training opportunities. This means that leaders are not always able to identify suitable future learning for staff.

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Leadership and governance Expected standard

Leaders have a clear oversight of the setting and the needs of the children. They provide a wide range of exciting and interesting activities that engage children's interests. This helps all children to practise new skills and develop confidence in their own abilities.

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Leadership and governance Expected standard

Partnerships with parents are well established. Parents talk about the 'brilliant' and 'amazing' support provided to their children. They recognised the positive impact that the club has on their children's confidence and self-esteem.

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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

Leaders have created a nurturing, lively and interesting environment. Children rush into the after-school club and are keen to meet up with their friends. Children have a voice and are instrumental to how the setting is organised and the activities provided. Children are keen to explain what is happening today and also what they like to do at the club. Activities include opportunities to play football with their friends and other outdoor activities. They recognise the importance of this for their health and wellbeing, by having time away from their phones and games consoles. Staff know the children well and plan an exciting range of activities that meet the children's individual interests and needs. Children demonstrate that they feel safe. They are confident to approach staff for advice and support.

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Inspector:

Chris Scully Staff create an inclusive setting, where everyone is valued and respected. Children show kindness and concern for their friends. They offer support and encouragement. For example, children help one another to learn to use the stilts. This level of camaraderie and support helps children to learn from each other and develop new skills. In addition, this significantly enhances children's confidence and self-esteem. They are respectful of each other's wishes. For example, when children do not want to take part in an activity, this is accepted.

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Inspector:

Staff are ambitious for children and want them to succeed. They know when to step in to provide additional support, such as helping children to use the hammer beads. Additionally, they know when to step back and let the children have a go. Children behave well. They have a clear understanding of the setting's rules and daily routines. For example, children know to hang up their belongings on arrival and to prepare for snack time. All children, including those with special educational needs and/or disabilities, develop confidence in their own abilities.

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Next steps

Leaders should strengthen the arrangements for staff supervision, coaching and training to identify appropriate professional development opportunities.

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About this inspection

The inspector spoke with the nominated individual, deputy manager, staff and special educational needs coordinator 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:

Rankin Hall Day Nursery Lorenzo Drive LIVERPOOL L11 1BG

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 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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