The Den @ Whittington Primary School

The Den @ Whittington Primary School

Unique reference number (URN): EY547301 Address: Whittington C Of E School, Whittington, Worcester, WR5 2QZ Type: Childcare on non-domestic premises Registered with Ofsted: 09/08/2017 Registers: EYR, CCR, VCR Registered person: Hall, Kelly

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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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Inclusion Strong standard

The leader is fully committed to ensuring the setting is inclusive. They work closely with the staff team to develop and implement robust and highly effective strategies. For example, they use a visual timetable and sound cues to let children know what is expected of them. This skilful approach enables children with special educational needs and/or disabilities (SEND) to participate fully in the activities and experiences on offer. Staff work closely with parents to gather information that enables them to plan for children's unique needs. They also involve children in making decisions about how they would like to access the opportunities on offer.

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Inclusion Strong standard

Staff pay close, careful attention to children's interests and motivations. They use this information to plan opportunities that children want to engage in, all of which further support children's relationships across the club. Staff model respectful communication and ensure that children who are nonverbal have their voice heard. This promotes the rights of children with SEND and encourages all children to be accepting of their peers. As a result of effective leadership and adult role modelling, children demonstrate high levels of understanding and respect for others. Parents comment positively on how the skilled staff team provides an inclusive service.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff provide a consistent approach that supports children in making positive behaviour choices. Staff expectations of children are clear, which helps them follow instructions. Staff skilfully adjust and adapt their communication to be appropriate for children's age and stage of development. Routines across the setting are firmly embedded by staff, which supports children's independence and proactivity. For example, older children support younger children with handwashing before they have tea. Staff observe children to determine how best to support them in cooperating and collaborating with others, such as using children's passion for sports to engage them in quizzes. Staff extend children's experiences as they participate in imaginative games, post office role play and magnetic tile construction. The relationships between staff and children are positive and respectful. Children demonstrate that they feel comfortable in the care of the staff team as they seek

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Behaviour, attitudes and establishing routines Expected standard

them out for help and reassurance. Staff are mindful of children who play on their own, and they sensitively encourage cooperation and friendship. Staff consistently talk with children about the importance of attendance as they support them to feel prepared and ready for the school day.

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Children's welfare and wellbeing Expected standard

The leader prioritises children's physical and emotional wellbeing. They work effectively with the staff team to create an environment where children feel valued and respected. The relationships between staff and children are relaxed and nurturing. Children are keen to spend time with the staff and actively invite them into their play. This enables staff members to extend children's awareness and understanding of the importance of their physical and mental health. Staff effectively model the language of feelings and emotions, which encourages children to do the same. Staff respond promptly when children share their thoughts and feelings. They listen actively to children's voices and respond sensitively, meeting their individual needs. Children are encouraged to spend time in the outdoor play space engaged in physical play. They delight in playing cooperative games, and staff support children in getting involved in team organisation. Staff consistently engage children

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Children's welfare and wellbeing Expected standard

in warm interactions that support their self-esteem and confidence. This extends to the lively chatter and social conversations that happen during mealtimes. However, children are not yet involved fully in selecting and preparing food during the session, which would build their knowledge of healthy eating and equip them with important life skills for the future.

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Leadership and governance Expected standard

The leader implements a reflective approach. They enable team members to evaluate the experiences on offer and consider how effectively they meet the unique needs of the children in their care. The leader initiates professional discussions that help to identify the strengths of the setting. Staff work together to develop the service on offer and drive improvement. For example, they have adjusted and improved the way that they plan and set up the learning environment. This ensures all children, including those with special educational needs and/or disabilities, are empowered and included across the setting. Staff report high levels of wellbeing and state that they feel valued and respected in their role. The leader demonstrates a commitment to professional development to ensure that staff maintain up-to-date knowledge and understanding. Staff comment positively on the training and development opportunities they receive. They value the opportunity for team members

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Leadership and governance Expected standard

to spend time together and reflect on the service they offer to children and parents.

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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 happily at the out-of-school club. They are pleased to see their friends from across the school, and all receive a warm welcome from the staff team. They spend time chatting about their day as they wait for everyone to arrive. Children demonstrate a clear understanding of the session's routine, and they consistently respond positively to staff members who communicate respectfully with all children. Children with special educational needs and/or disabilities are highly effectively supported to engage in all activities and experiences on offer. The implementation of a visual timetable further supports children's understanding of what is happening now and what will happen next. This helps all children to develop a sense of security and belonging.

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

Staff members enable and encourage children to make choices about how they spend their time in the club. They can spend significant time in the outdoor play space, which encourages children to engage in physical activities. These opportunities for active play support children in managing their emotions and making positive behaviour choices. Older children support younger children, and staff nurture friendships across the setting. This helps children to develop a respectful understanding of others and contributes to their sense of belonging and connection.

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

Communication between staff and children is respectful, creating a harmonious, lively buzz across the setting. Children actively invite staff members into their play and enjoy their company. Staff and children use humour, which helps children to manage their feelings and engage in playful communication during games and activities. The nurturing relationships

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Address:

Whittington C Of E School Whittington Worcester WR5 2QZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Register(s): EYR, CCR, VCR developed in the out-of-school club have a positive impact on children's emotional wellbeing in school, as they are keen to see familiar staff and peers. Overall, children feel connected, safe and secure across this warm and friendly provision.

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Next steps

Leaders should involve children further in menu planning and preparation of food, in order for children to develop and practise essential skills and extend their understanding of healthy lifestyles.

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About this inspection

The inspector spoke with leaders, practitioners and the special educational needs coordinator, along with 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 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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