Poolside Manor Camp's at St Mary's CE Finchley

Poolside Manor Camp's at St Mary's CE Finchley

Unique reference number (URN): EY398821 Address: St. Marys Primary School, Dollis Park, LONDON, N3 1BT Type: Childcare on non-domestic premises Registered with Ofsted: 24/09/2009 Registers: EYR, CCR, VCR Registered person: Poolside Manor 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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Children's welfare and wellbeing Strong standard

Children demonstrate that they feel a very deep sense of belonging in the club. Parents and carers comment extremely positively about staff and the provision available. They particularly praise the opportunities their younger children get to form positive relationships with older children in the club. They comment on the impact this has on their children's confidence in school. Relationships are extremely warm and caring between staff and all children. Children talk to staff about how they are feeling after a day at school, leaders comment that children feel safe to talk about their emotions with staff. Some children ask staff for a hug if they feel they need one. Children and staff show a genuine interest in each other's lives. For example, staff ask children about their weekend and children ask staff about their trips over the Christmas break.

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Children's welfare and wellbeing Strong standard

Children have opportunities to engage in physical activities every day, playing team games including ball games in the hall, as well as a range of games outside. Staff support children to be aware of how to keep themselves and other children safe, particularly when playing with older or younger children. They share and take turns playing indoors and explore their creative side. Staff encourage children to design their own stickers to celebrate 'National Sticker Day'.

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Children's welfare and wellbeing Strong standard

Children have access to water and milk to drink during the sessions. They can help themselves from a selection of fruit that is available at snack time, staff take the opportunity to talk to children about making healthy choices during snack time. Many children attend the linked setting for swimming lessons and a camp run at the setting during the school holidays. Staff are consistent and have excellent relationships and knowledge of children's wider family, friends and interests.

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Inclusion Strong standard

Children with possible special educational needs and/or disabilities (SEND) are happy and settled in the club. Parents and carers praise the club for allowing their children to be themselves. Leaders provide training and coaching for staff to ensure that they can effectively support the needs of children with SEND. Staff ensure that children can take themselves to a safe space to allow them time to regulate their emotions away from their peers if needed.

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Inclusion Strong standard

Leaders put in place support for vulnerable children and families, where needed, reducing barriers to accessing wraparound care. Staff support children who speak English as an additional language effectively. They learn key words in children's home language, which supports them to feel part of the club community and to feel heard. Leaders are passionate about developing strong partnerships with parents and carers when children start at the club. They work closely with families to access additional support where needed. Parents comment that they provide reassurance that their children are in a safe place, when they need to work.

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Expected standard

The club has positive relationships with the school it is on the site of. This ensures consistency of approach and support for children who attend. Children in the early years are allocated a key person at the club and communication with teachers at the school is prioritised to ensure effective transition between the two settings.

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Leadership and governance Strong standard

There is a clear vision for the club. Leaders have high expectations of staff and children. This contributes to children's positive behaviour and secure relationships. Leaders have a highly inclusive attitude to all children, including those with special educational needs and/or disabilities. They understand the challenges faced by their parents and carers to juggle work commitments and childcare.

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Leadership and governance Strong standard

Leaders are quick to identify any areas for development and swiftly address these with staff, ensuring that there is minimal impact on children attending the club. They have a secure understanding of the strengths of the provision. Leaders are reflective to ensure that the club adapts to the changing needs of children, parents and staff.

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Leadership and governance Strong standard

Leaders prioritise staff's wellbeing. They provide regular training to the staff team to ensure they understand their responsibilities. Leaders meet individually with staff to monitor their workload and welfare. Staff praise the opportunities leaders provide to continually develop their practice, commenting that they were encouraged to shadow colleagues when they started at the club. They speak positively about the support they receive from leaders to attend training to gain further qualifications. Leaders encourage staff to gain additional qualifications in playwork, early years and childcare, management and supporting wellbeing.

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Leadership and governance Strong standard

The club has established itself as an excellent part of the community. Parental partnerships are highly valued. As a result, parents feel extremely positive about the setting, staff and the service it provides. This supports them to feel very happy and confident about leaving their children at the club.

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Behaviour, attitudes and establishing routines Expected standard

Children engage well with those children of other ages. They develop an effective understanding of the routines of the club. Children talk positively about the activities they can access at the club and about their relationships with staff. Staff explain that rules at the club are minimal, which allows for a relaxed feel while still making sure that children's safety is ensured. However, staff still have high expectations of how children should behave. As a result, children of all ages behave well.

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Behaviour, attitudes and establishing routines Expected standard

Leaders are working on improving the transitions at the start of the after-school sessions as children move from their classes to the rooms used for the club. They have identified the importance of vigilance at transition times so that children are all accounted for. Staff explain the measures the have been put in place to ensure that children's safety is prioritised at these times. For example, staff stagger the timings for children to move between areas to avoid congested areas of the school at the end of the school day.

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Behaviour, attitudes and establishing routines Expected standard

Staff ensure that they have good communication across the setting and that they are clear about how many children are accessing the indoor and outdoor spaces. Children enjoy a snack with their friends during the session However, at times younger children have to wait for staff to serve their sandwiches. Leaders swiftly address this with staff, pointing out the impact prolonged periods of waiting could have on children's behaviour.

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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 confident at this club. Staff ensure that children's individual needs are met, including those with special educational needs and/or disabilities. Relationships are warm. Staff know children well and show interest in children and their families. This helps children to feel settled and that they belong in the club. Children in the early years spend their sessions in the nursery classroom in the school. This means they are able to play in a smaller group within a familiar area, without feeling overwhelmed by the larger group of older children.

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

Staff provide a wide range of activities for children indoors and outdoors. This helps to spark children's interests and keep them engaged while they are at the club. Staff encourage children to access the playground outside. Children enjoy exploring the equipment and playing games together with their peers and staff. Staff position themselves around the playground to ensure that children are supervised at all times. They use walkie-talkies to communicate between the staff in the early years group, older children and the range of spaces used during the session.

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

Staff have high expectations for how children will behave. There is a relaxed feel at the club as staff prioritise the importance of giving children time to be themselves and have fun after a busy day at school. Children form friendships with children from different classes and ages. They behave well, sharing and taking turns with each other. Parents and carers appreciate the very good communication, which they say they have from the club. They comment that it is reassuring to know that their children are safe and enjoying themselves while they are at work.

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Next steps

Leaders should strengthen staff's understanding of the arrangements for transitions, particularly during snack time, to reduce the time children have to wait.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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. Kathryn Irvine

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Address:

St. Marys Primary School Dollis Park LONDON N3 1BT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Poolside Manor Limited

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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,Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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