Caterpillar Out of School Club

Caterpillar Out of School Club

Unique reference number (URN): EY435348 Address: Meadowdale Primary School, Meadowdale Road, MARKET HARBOROUGH, Leicestershire, LE16 7XQ Type: Childcare on non-domestic premises Registered with Ofsted: 15/08/2011 Registers: EYR, CCR, VCR Registered person: Caterpillar Day Nursery Ltd

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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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Children's welfare and wellbeing Strong standard

Children are the centre of everything the club does and offers. Their opinions are greatly valued and they are involved in all aspects of the club from planning activities to deciding on menus. Staff consistently prioritise children's wellbeing, checking in on those that may have worries or feel sad. Because they know children and their families well, staff are able to spot when children are not feeling themselves. Self-registration gives staff an idea on how a child is feeling, as children can discreetly put their name in the emotion box.

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Children's welfare and wellbeing Strong standard

Children who are in the early years age range or children with special educational needs and/or disabilities are assigned a key person to support their wellbeing and help them settle into the club. Parents express how staff are highly responsive to children's varying needs and changing circumstances, knowing how to support children through life events, such as a bereavement, house move or new baby.

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Children's welfare and wellbeing Strong standard

Children develop a good understanding of healthy lifestyles. Staff promote healthy eating by providing an extensive range of healthy snacks throughout the session. Children have plenty of opportunity to be active. They enjoy table tennis matches indoors and have access to sports equipment in the extensive outdoor areas. Staff discuss the potential risks with children, helping them to manage their own potential risks.

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Inclusion Strong standard

Leaders have developed an extremely inclusive culture at the club. They get to know all children very well and use observations, alongside information from parents, teachers and other professionals, to understand each child's individual needs. Where children with special educational needs and/or disabilities (SEND) need additional support, staff work in partnership with parents and teachers. They take swift action to reduce any barriers children may face, making reasonable adjustments so all can access what the club has to offer. For instance, staff provide specialist construction resources that enable those who may not otherwise be able to take part, to create structure and join in imaginary play.

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Inclusion Strong standard

Leaders meet with parents and special educational needs coordinators to monitor the progress children are making and to see where any additional adjustments need to be

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Expected standard

made. This ensures that inclusive practice is consistently effective, supporting all children to make progress and take part in all the experiences the club has to offer.

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Expected standard

Leaders take part in formal SEND training, which they disseminate to their staff. They also meet with staff to update them on children's needs and changes that may impact their wellbeing. This ensures all staff know how best to support those that need it. Leaders discuss about the use of any additional funding with parents and carers, to effectively enhance the experiences of children.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have worked hard to establish a positive environment, where children develop an understanding of the club's behavioural expectation. For example, staff have made recent changes to mealtimes to help them run smoother and create a more relaxed and enjoyable experience. Children know their routines well. When asked, children enthusiastically tidy away, clearing tables, sweeping the floor and setting out cutlery in preparation for meal times. Although, overall, children's behaviour is positive, staff do not consistently enable children's best possible behaviour. For example, some children continue to play while most children are helping tidy away.

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Behaviour, attitudes and establishing routines Expected standard

Children help to devise the rules of the club, helping to give them ownership of their behaviour. Staff provide regular praise and give out tokens that children collect as a group to gain rewards, promoting positive behaviour. Overall, children behave very well, play cooperatively and are kind to one another.

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Leadership and governance Expected standard

Leaders and staff are enthusiastic, showing a genuine enjoyment of their work. They carefully consider children's needs and work together to review all areas, continuing to make improvements. For example, they continuously consider children's interests and listen carefully to their feedback, making sure that the activities and resources reflect these.

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Leadership and governance Expected standard

Staff are happy and say that they feel well supported by leaders. Staff are provided with a full induction and access mandatory training online. Termly supervision sessions give staff time to discuss what is working well and where they may need more help. Leaders have recognised that regular staff meetings are important to the running of the club and to improve consistency of staff practice. They have recently worked with staff to schedule team meetings, so that staff can be well prepared to attend.

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Leadership and governance Expected standard

Leaders actively engage with families, the host school and the local authority. They use feedback to adjust routines and identify areas that would benefit from further improvement This ensures that they are always striving for the best possible outcomes for all children.

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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 arrive excited and confident to follow the clubs well-established routines. They settle quickly, chatting enthusiastically with each other about their day and upcoming plans. Staff provide an environment that reflects children's interests. They make adaptations to suit the individual needs of all children who attend, ensuring they feel safe, secure and welcomed. Children quickly become engrossed in their play, laughing and sharing jokes with their friends and staff. They know the environment well and learn how to manage their own safety. For example, children stay within highlighted areas to play table tennis, knowing to stand back and give space to those using bats.

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Inspector:

Charmaine Cayton Children make wonderful friendships, regardless of their age. Older and younger children are praised by staff for showing care and attention when they harmoniously play together. Children immerse themselves in many creative activities. For example, they discover the different paint effects they can make while printing with bubble wrap as they design their under the sea themed craft. There are many opportunities to be physically active. Children enjoy the large outdoor space, where they run, climb and join in team games.

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Inspector:

Children regularly invite the friendly staff into their play, benefiting from their warm interactions. For example, during a model-making activity, staff compliment children's existing scissors skills and help them to build on their techniques. Staff provide clear instructions and model paper folding skills for children to copy and learn. Children successfully achieve this skill and make springy arms for their creations. Children behave well. They cooperate maturely, share resources and include others thoughtfully. Children talk confidently about their activities and show pride in their creative work. They develop a positive attitude to attending the club, which helps them to be happy and settled.

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Next steps

Leaders should enhance systems for coaching and mentoring staff to ensure all staff consistently support children to follow the club's high behavioural expectations.

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About this inspection

The inspector spoke with the nominated individual, manager, leaders and staff 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:

Meadowdale Primary School Meadowdale Road MARKET HARBOROUGH Leicestershire LE16 7XQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Caterpillar Day Nursery Ltd

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Address:

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