Newton Lang at Claremont Primary

School

Unique reference number (URN): 2750856 Address: Claremont Primary School, Banner Farm Road, Tunbridge Wells, TN2 5EB Type: Childcare on non-domestic premises Registered with Ofsted: 19/09/2023 Registers: EYR, CCR, VCR Registered person: Newton Lang Childcare Limited

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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 Expected standard

Leaders and staff establish a positive environment and are positive role models. They embed commonly understood expectations for behaviour according to a child's age and stage of development across the club. Children confidently show their understanding of why behaviour rules are in place and recognise the impact their behaviour has on others.

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Behaviour, attitudes and establishing routines Expected standard

Children treat each other and staff with respect. They share and take turns, when playing card games. Children use good manners at teatime, when being served their food. Staff teach children to learn about each other and their differences. For example, they learn about flags and the countries they represent. These experiences help children to learn about the world around them.

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Behaviour, attitudes and establishing routines Expected standard

Staff are enthusiastic and positive. They play alongside children and engage in conversations with them. This helps to develop children's social and communication skills effectively. Children play well together. They share toys and take turns, offering solutions so their friends can join in. Leaders monitor children's attendance and have developed relationships with class teachers to support this.

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Children's welfare and wellbeing Expected standard

Staff work well together. They have effective processes in place for the collection of children from school and the departure at the end of the day. Staff ensure that they risk assess the space before children arrive and know what to do if they have concerns about children or members of staff. This ensures that children are safe when at the club.

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Children's welfare and wellbeing Expected standard

Staff support children to understand the importance of a healthy and active lifestyle. They provide nutritious snacks that cater to all children's individual dietary needs. Staff remind children to wash their hands before snack times and mealtimes. For example, children make their own sandwiches and discuss their preferences. Children who have plenty of energy are offered physical activities outside, such as football. However, leaders have not developed the outside area further to encourage all children to play outside.

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Children's welfare and wellbeing Expected standard

Staff develop a relationship with all children. They sit alongside them at the table, using this opportunity to engage in meaningful conversations about the world they live in. For example, staff know football teams that children support and discuss the previous night's match. Leaders have established positive partnerships with parents and carers. Staff communicate with parents daily and talk about what their children have enjoyed doing while at the club. Parents report that their children thoroughly enjoy the different activities that they take part in. They state that they feel staff are very approachable and supportive.

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Inclusion Expected standard

Children arrive happily at this fun and welcoming club, eager to explore the toys and games set up for them. Staff provide children with a range of stimulating resources. For example, some children spend time with turn-taking games while other children enjoy a wide range of art and crafts. This encourages children's concentration skills successfully. Staff promote children's positive attitudes to their play. They praise children and celebrate their achievements with them.

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Inclusion Expected standard

Staff meet children's individual needs, including those with special educational needs and/or disabilities (SEND). For example, they liaise with the parents and carers and outside agencies. They implement effective strategies to support children. This includes implementing adaptations to routines to support children. For example, the setting has put in place a 'sensory box' to help calm children when overwhelmed. However, leaders have not considered how to enhance strategies further to help children with SEND by building on the relationships with teachers and special educational needs and/or disabilities coordinators within the attached school.

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Inclusion Expected standard

Leaders have worked hard to strengthen staff's understanding and knowledge to support children with SEND or have other barriers to learning. Staff are attending training around supporting children with SEND. to help increase their awareness and confidence in supporting the learning and wellbeing of all children in the setting.

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Leadership and governance Expected standard

Leaders support staff effectively through a range of activities that include regular supervision sessions. This helps to promote staff's wellbeing. Leaders encourage staff to complete training to help develop their skills. Senior leaders implement robust recruitment processes to ensure that all staff working with children are suitable. There are a good range of policies and procedures in place, such as risk assessments, to ensure the safety of children and procedures to report accidents.

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Leadership and governance Expected standard

Staff say they enjoy their roles. They say that leaders and managers are approachable. Staff work well together. They welcome the opportunities they have to develop their own skills and knowledge and to gain additional qualifications.

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Leadership and governance Expected standard

Leaders are proactive in seeking advice and support from external agencies. They have prioritised accessing local authority guidance to support practice and provision. This is having a positive impact on young children and the opportunities staff provide.

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Leadership and governance Expected standard

Leaders and staff are reflective practitioners. They work well together and use the advice from other professionals to evaluate the quality of education and care. Leaders place an importance on upskilling the staff to help them provide the best support for the children in their care. Staff report being happy, feeling valued and keen to come to work.

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Leadership and governance Expected standard

Leaders act consistently in the best interests of children to develop the provision. For example, they recognise the need to make use of outside areas. Leaders acknowledge that this will enable children to explore an increasingly diverse range of outdoor activities.

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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

Staff enthusiastically welcome children and remind them of the rules, such as hanging up their coat and washing their hands for snack. Children independently put their belongings away and quickly go to the activity that they want to do. Some children ask for help, which staff respond to promptly. Other staff ask children about their day. Staff know children well and form bonds with them.

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

Children of different ages attend the club. Staff offer a range of activities and there is something suitable to meet everyone's needs and preferences. For instance, children who are tired after school are encouraged to craft in a quiet space. Children who have plenty of energy are offered physical activities outside, such as football. Staff simplify activities for younger children, to enable them to join in safely. Older children enjoy more complex card games and jewellery making. Younger children create models from toy bricks. All children remain occupied. Staff understand what children enjoy and offer activities tailored to these interests. Furthermore, children's ideas are valued. For instance, staff ask children what snack they would like and are encourage them to freely choose where they would like to play. This helps children to feel included and builds their confidence to voice opinions.

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

Children are very respectful of staff and are well mannered. For example, children who want to ask a question, start their sentence by saying, 'Excuse me' when staff are already talking. Additionally, at mealtimes, they say please and thank you without prompting. Children behave extremely well. They know the rules and behaviour expected of them. Children know the routines well, listen to staff and respond promptly to requests from staff. For instance, they ask if they can collect their ball when it rolls down the playground steps.

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Next steps

Leaders should build links with teachers and special educational needs and/or disabilities coordinators at school to further support children, especially those with special educational needs and/or disabilities or those that face barriers to their learning. Leaders should enhance how staff plan activities and opportunities further to help broaden children's experiences outdoors.

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Address:

Claremont Primary School Banner Farm Road Tunbridge Wells TN2 5EB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Newton Lang Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:25 - 18:30

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About this inspection

The inspector spoke with leaders, staff, parents and children during this 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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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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