Beehive Out of School Club

Beehive Out of School Club

Unique reference number (URN): EY381573 Address: Gateshead Council Learning Centre, Market Lane, Gateshead, Tyne and Wear, NE11 9NX Type: Childcare on non-domestic premises Registered with Ofsted: 15/10/2008 Registers: EYR, CCR, VCR Registered person: Quinn, Janice

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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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Achievement Strong standard

All children, including those with special educational needs and/or disabilities, make rapid progress. Children who face barriers to their learning make excellent progress from their starting points. For example, they settle quickly and develop strong relationships with staff. Through time, children become less reliant on comforters when they are in the setting. From the moment they settle, they quickly develop their vocabulary over time. Parents of younger children are delighted that their children are starting to use words to communicate. Children enjoy taking a cuddly toy home on a weekend and sharing their adventures with their friends. They develop confidence as they talk about the toys' adventures with staff and other children. Children count confidently and use mathematical vocabulary as they talk about the size of presents. Older children attempt to write out gift tags, using symbols and letters to

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Achievement Strong standard

communicate meaning. Skills such as these prepare children well for the next stage in their learning.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from a calm and nurturing environment. They develop strong, effective relationships with staff. Staff have clear behavioural expectations, which they consistently apply. This is evident as staff use commonly understood words and gestures throughout the routines. Children respond quickly when staff say 'stop' and put a hand up to gain children's attention. They remind children what they expect of them too. For example, staff talk to children about the importance of having 'kind hands'. Staff help children to manage their feelings and emotions. They support children to recognise how they are feeling and take time to explain how others are feeling. Staff identify where some children may need additional support. They take time to talk things through and plan additional activities to reinforce concepts such as taking turns. This helps all children, including those who find it difficult to understand the need to wait for a turn. Children develop positive attitudes to

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Behaviour, attitudes and establishing routines Strong standard

learning. For example, they thoroughly enjoy a challenge activity and work well as a team during this time to set challenges for another team. Children concentrate well. They focus on activities and develop the ability to talk and listen as part of a group. Leaders reinforce the importance of regular attendance and work closely with parents to ensure that children benefit from the provision.

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Children's welfare and wellbeing Strong standard

Staff work hard to develop a detailed understanding of children's individual needs, even before they start at the setting. They develop strong and responsive relationships with all children. They provide additional support and reassurance to those children who face barriers to their learning. For example, staff take time to help children to understand their own feelings and those of other children. When children get upset that another child sits in their seat, staff provide reassurance and explain how others are feeling. Staff work exceptionally well with parents to understand children's care needs and how these may change on a daily basis. For example, they know when children may need a sleep or when they may need time to relax after a busy or exciting morning. Staff work hard with professionals from health services to help children and families to understand how they can keep themselves healthy. Following visits from dentists and health visitors, children

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Children's welfare and wellbeing Strong standard

understand how they can look after their teeth. Two-year-old children thoroughly enjoy playing on bikes in the garden, developing their balance and core strength. Children learn how they can keep themselves safe. Staff remind them how to use scissors safely and how to hold them when they move around the room.

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Inclusion Strong standard

Leaders and staff are well trained to support children with special educational needs and/or disabilities or those who face barriers to their learning. They work hard to identify the needs of all children. They use initial home visits and meetings with parents to gather detailed information and identify where children may need additional support. Staff are proactive, and they use a range of strategies to help all children settle and adjust to the nursery. They look at the adjustments that they can make to ensure that all children thrive. For example, they adapt the settling-in sessions to children's individual needs. They review the pick-up and drop-off arrangements to ensure that all children get the support they need, particularly at times of transitions. Funding is used effectively to support individual children. Leaders review children's progress to assess the effectiveness of their plans and adaptations. Staff

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Inclusion Strong standard

work exceptionally well with other professionals who may be involved in children's learning. They act on advice from professionals and share this information with parents. Staff support families effectively to ensure that they get the help that they need. Examples of this include providing families with professional support from portage workers. They share resources and strategies with parents to ensure that children benefit from a consistent approach at home and in the setting.

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Leadership and governance Strong standard

Leaders and staff engage consistently well with school staff to ensure that they always meet children's needs. For example, they meet weekly to plan how they can support children and agree strategies that they can use to support children's learning and wellbeing. This means that children benefit from shared approaches to managing behaviour and agreed use of resources to help children to understand the routines. Staff work exceptionally well with parents. They gather detailed information when children first start so that they can plan effectively for ways that they can meet all children's needs and identify where children may need additional support. Thoughtful ongoing communication means that staff consistently

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Expected standard

adapt and change strategies to support children's emerging needs. Leaders support staff to develop their skills and knowledge. Through regular meetings and staff training, staff evaluate and refine their practice. Leaders have clear plans for improvement to help all children, including those who face barriers to their learning to make the best possible progress. This includes providing additional outdoor learning opportunities for all children. Managers have identified that further training is needed to ensure that all staff's interactions are of a consistently high quality. They support staff's wellbeing and workload consistently well.

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Curriculum and teaching Expected standard

Leaders ensure that the curriculum is well sequenced to support children to develop the skills that they need over time. There is a strong focus on developing children's personal and social skills. Staff's assessment and planning focuses on the skills they want children to learn, using children's interests as a focus. They plan motivational activities to support children's interests and adapt these to support those who are disadvantaged or those with special educational needs and/or disabilities. They focus on children's next steps in learning, including their small-muscle skills and mathematical understanding. Children thoroughly enjoy learning how to wrap presents. Staff support children effectively to develop their physical skills as children learn how to use scissors to cut paper or sticky tape. Staff typically support children's communication effectively overall. There is a sharp focus on developing

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Curriculum and teaching Expected standard

children's communication and language from a young age. Staff listen to children and speak clearly. However, on a small number of occasions, staff's interactions are not grammatically correct, as staff sometimes use phrases from local dialect. Mathematics is consistently embedded throughout the daily routine. For instance, children enjoy setting challenges for another group of children. They use dice to decide how many times children must complete the challenge.

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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 thrive in the calm, nurturing environment. They settle quickly when they arrive and choose what they want to do. Clear routines help children to feel secure and develop their independence. For example, they access their water bottles and sit at the table to have a drink. They choose which toys they would like to play with and quickly engage in purposeful play. For example, younger children thoroughly enjoy playing with the play dough. Other children show off their balance and coordination as they navigate the outside space on their balance bikes.

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

Staff know children well, including all children's individual next steps. They thoughtfully adapt their provision to support children's differing needs. They plan a range of opportunities

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Inspector:

Elizabeth Fish to support children's learning across the whole curriculum. Children achieve well. For example, younger children explain that their parcel is 'too big' for their piece of wrapping paper. Staff understand children's individual care needs and go out of their way to help them to access all aspects of the provision. For example, they use a range of signs and symbols to help children communicate.

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Inspector:

Children form strong relationships and a clear sense of belonging. They thrive on the praise and reassurance that staff give them as they wrap presents and learn to use scissors safely. Staff help all children to feel valued as they listen to all children and make time to talk to them as they play. They notice when children need support or reassurance, for example, as they become overwhelmed or upset. They provide the necessary comfort to help children to thrive. Leaders talk to parents and carers to encourage consistent attendance. They take effective action to understand any barriers to attendance and work with families so that children benefit from the stability the setting provides.

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Next steps

Leaders should implement plans for future improvement to continually raise the quality of interactions between staff and children, particularly focusing on the use of correct language.

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About this inspection

The inspector spoke with leaders, practitioners and the 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:

Gateshead Council Learning Centre Market Lane Gateshead Tyne and Wear NE11 9NX

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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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