The Drop Off

The Drop Off

Unique reference number (URN): EY550229 Address: Sywell C Of E Primary School, 69 Overstone Road, Sywell, Northampton, NN6 0AW Type: Childcare on non-domestic premises Registered with Ofsted: 11/10/2017 Registers: EYR, CCR, VCR Registered person: The Drop Off Partnership

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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

Staff create a space where children can unwind after school. Staff actively join in with children's play and make the sessions inviting and fun. They are attentive to children's interests and individual needs. Consequently, children form strong bonds with staff and each other. They play collaboratively together and behave exceptionally well. Children develop a strong sense of belonging because of their excellent involvement in how the club is run. For example, children have input into the planning of future activities and take part in group votes.

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Behaviour, attitudes and establishing routines Strong standard

Staff provide children with clear boundaries and explain expectations in ways that children understand. Staff's consistent use of praise and encouragement helps children to make good choices and feel proud of their achievements. Children treat each other with kindness and respect. Older children naturally take on supportive roles with younger ones, fostering a caring, cooperative environment, where everyone feels included.

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Behaviour, attitudes and establishing routines Strong standard

Staff support children to understand how their behaviour impacts others. They take part in staff-led activities with a positive attitude and excitement. Staff assist children in building independence skills. This includes picking their own snacks and cleaning up after meals. Children make good friendships and develop a positive attitude to attending the club, which is promoted by staff's enthusiastic approach to attendance.

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Children's welfare and wellbeing Strong standard

Leaders provide an inclusive and secure environment, enabling children to either unwind or engage in physical activity within the outdoor area. Staff provide attentive supervision, ensuring that all children can participate in club activities safely and enjoyably. Staff support children in assessing risks independently by prompting them to consider safety. For example, children understand that the climbing equipment becomes too slippery to use during wet weather.

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Children's welfare and wellbeing Strong standard

Staff know the children extremely well and the key-person system helps to ensure that children's needs are met effectively. They are very knowledgeable about the children attending. Those with special educational needs and/or disabilities are extremely well supported. Sensitive adaptations are made to ensure they are fully included. The staff promote independence among children using daily routines to help them with good hygiene habits, like washing hands before meals. Young children are eager to explain why it is important to clean germs from their hands. Mealtimes offer a friendly environment, where both children and staff gather together. Staff teach the value of healthy eating by offering nutritious snacks, such as fruit and hot soup. Snack times also foster social interaction, as children sit together with friends, enjoying group conversations.

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Inclusion Strong standard

Leaders are committed to meeting every child's needs at the highest standard. For instance, they support children with special educational needs and/or disabilities (SEND) by regularly communicating with parents, teachers and having termly meetings with the headteacher. This approach ensures that each child's needs are understood by all carers and consistently encourages high-quality care. Leaders also work closely with the school special educational needs coordinator to learn about individual targets for each child and integrate them into club activities. When adjustments are necessary, they are made thoughtfully so every child feels welcome and included.

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Inclusion Strong standard

Staff have a strong understanding of the children, and the key-person system helps make sure children's needs are effectively met. They know the children well, as well as their unique interests and requirements. Staff tailor the environment and activities to suit what children enjoy, ensuring inclusivity for everyone. Leaders collaborate with the school to make use of extra funding for removing barriers that might limit children's access to the club. For example, providing additional outdoor clothing enables all children to join in forest school activities.

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Inclusion Strong standard

The club actively promotes diversity. Staff celebrate various festivals with the children and encourage them to share personal experiences of these events with their friends, helping them learn about one another.

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Leadership and governance Strong standard

The long-standing leaders have established a reputable club that is widely appreciated by both children and parents. With extensive experience, the leadership team is dedicated to delivering high-quality care to all children. They assess the club's effectiveness by actively seeking and considering feedback from staff, parents and children. Continuous improvements are made to address individual children's needs and enhance their daily experiences. Parents note that the club is well managed and praise staff's excellent communication, highlighting regular emails and daily discussions. Parents particularly praise the club's excellent support they provide for children with special educational needs and/or disabilities ensuring it is inclusive for all.

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Leadership and governance Strong standard

Leaders closely monitor staff practice, recognising effective approaches and evaluating their impact on children's engagement and development. Staff attend regular team meetings and are provided with ongoing training opportunities. Staff feel well supported by leaders, who give high priority to their well-being. Staff complete regular mandatory training, such as safeguarding and first aid, which helps to ensure that they understand their responsibilities and can keep children safe. Staff also train alongside teachers from the on-site school, which helps everyone develop a shared vision and build the skills and knowledge needed to address each child's unique needs.

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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 happy and settled at this welcoming and inclusive club. They receive hugs and a warm welcome on arrival from the caring and attentive staff. As soon as they arrive at the setting, children put away their belongings and quickly become engrossed in activities of their choice. Staff create strong, secure bonds with children by interacting with them in

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Inspector:

Charmaine Cayton meaningful and engaging ways. This helps children to relax and enjoy their time at the club. As a result, children show confidence, independence and a positive attitude to play.

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Inspector:

Staff encourage children to use their imaginations with a range of art and craft materials. They help the children stay focused, such as guiding them when using scissors to cut patterns for paper snowflakes. Children decorate their creations with various supplies, allowing them to express themselves with confidence. Staff offer plenty of praise and encouragement, motivating children to persist through challenging tasks. As a result, the children remain engaged and enthusiastic, creating alongside supportive staff members.

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Inspector:

Children's physical development is promoted well. Children have daily opportunities to run, jump, skip and hop as they complete obstacle courses outside. On wet days, staff play indoor games, such as hide and seek, with children. This helps to develop children's large- muscle movements and cooperation. They thoroughly enjoy their time at the club.

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Inspector:

Children listen well and follow the club's simple rules. For example, they share the importance of being kind to others. Children have the freedom to socialise, relax and play after their busy day at school. This helps to support their wellbeing. Children play an active role in planning their day. Staff encourage them to vote and listen to their suggestions about what they would like to do. This ensures children remain engaged throughout their time and feel valued at the club.

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About this inspection

The inspector spoke with leaders, staff, 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:

Sywell C Of E Primary School 69 Overstone Road, Sywell Northampton NN6 0AW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Drop Off Partnership

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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

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