Squirrels St Marys

Squirrels St Marys

Unique reference number (URN): EY432702 Address: High Crompton St. Marys C of E School, Rushcroft Road, Shaw, OLDHAM, OL2 7PP Type: Childcare on non-domestic premises Registered with Ofsted: 04/08/2011 Registers: EYR, CCR, VCR Registered person: Squirrels Childcare 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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Behaviour, attitudes and establishing routines Expected standard

Children have good levels of engagement during activities. For example, children make their own pictures, using a variety of resources. They eagerly focus on developing their own skills. Children develop a 'can-do' attitude towards play. For example, they practise writing their own name on their artwork. Once they have finished, children proudly show their creations to their friends and their key person. Children beam with confidence. Staff recognise children's achievements and offer an abundance of praise. This immediately boosts children's self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

Staff set high expectations for children at the club and ensure that these are appropriate to children's ages, stages of development and individual needs. Children are kind, respectful and caring individuals. They have developed positive relationships with their friends and staff. Staff reassure children as they enter the club and have introduced a buddy system to support younger children. This helps children to settle quickly and develop confidence in their play. Children have lovely manners. For example, they ask for 'more please' at breakfast time.

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Behaviour, attitudes and establishing routines Expected standard

Staff have procedures in place to support and monitor children's attendance. They work closely with the host school and parents to ensure that any gaps in attendance are addressed quickly. This collaborative approach helps to ensure that every child benefits from continuous support at the club.

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Children's welfare and wellbeing Expected standard

Children build secure and trusting relationships with their key person. Staff provide children with a range of well-planned opportunities to develop their physical skills. For example, children show high levels of engagement as they throw beanbags into nets, take turns kindly and proudly share their achievements with their key person. Staff weave safety discussions into activities. For example, children learn how to stay safe online when using computers. This helps them build confidence in their physical abilities and deepens their understanding of how to keep themselves safe.

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Children's welfare and wellbeing Expected standard

Children confidently wash their own hands as part of the club routine. Staff typically provide children with a healthy diet and provide children with a range of options at breakfast time. Mealtimes are sociable and nurturing. Older children engage in warm conversations with younger children. This helps children develop secure self-care routines and fosters calm, respectful and positive social interactions during mealtimes.

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Children's welfare and wellbeing Expected standard

Children are encouraged to make choices about their play and daily experiences. However, at times, staff complete tasks that children could manage independently, such as pouring cereal or tidying away resources. This reduces opportunities for children to strengthen their personal care skills. Staff support children to talk about their feelings and promote positive emotional wellbeing.

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Inclusion Expected standard

Leaders and staff ensure the club is inclusive to all. They liaise with the host school and parents to gather important information about children when they first join. This enables staff to put strategies in place to maintain continuity in meeting children's needs. Staff observe children closely and adjust their approach when children need reassurance or extra time. They know the children well.

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Inclusion Expected standard

Leaders identify and review children's needs. They typically gather information from the school and parents, who share information from external professionals. Staff regularly consider the views of children with special educational needs and/or disabilities (SEND) in the setting. This information enables staff to provide children with engaging activities they know children will enjoy. This results in children, in particular those with SEND, feeling supported.

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Inclusion Expected standard

Staff take action to reduce barriers to children's wellbeing. They make reasonable adjustments, such as adapting activities to support children's interests and providing small- group activities to reduce noise levels. This positively supports children's emotional wellbeing. Children feel valued at this club. Leaders and staff work collaboratively to share ideas about SEND. For instance, recent SEND training has enhanced their understanding of the different types of disabilities children may have and how best to make adaptations to meet every child's needs.

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Leadership and governance Expected standard

Leaders understand the club's strengths and areas for development and use ongoing reflection to drive improvement. They typically maintain records to support children's safety and wellbeing. Leaders actively seek and respond to feedback from parents and work closely with school staff to ensure continuity in children's care and development. This information is used purposefully to inform decisions and improve practice.

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Leadership and governance Expected standard

Leaders foster a positive culture in which staff feel valued and listened to. They check in regularly with staff and hold weekly meetings that enable open discussions about what is working well and where support is needed. Leaders have ensured that all mandatory training is up to date and have sourced additional training to strengthen staff knowledge of supporting children with special educational needs and/or disabilities. However, leaders have not yet ensured that professional development is sharply aligned to individual staff needs to further enhance the quality of practice.

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Leadership and governance Expected standard

Leaders and those responsible for governance make decisions that are consistently in children's best interests. They ensure that all children are appropriately supported.

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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 to a calm, relaxing and welcoming atmosphere. Staff offer a warm welcome to children on arrival. They spend time talking to children, reassuring them and helping them to settle into play. Children develop lovely bonds with staff. Children know and follow the club routine extremely well. For example, when they enter the club, they independently place their coats and belongings away and wash their hands before choosing breakfast or an activity. This enables children to feel safe, calm and well prepared for their time at the club.

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Address:

High Crompton St. Marys C of E School, Rushcroft Road Leaders prioritise attendance to ensure all children benefit from attending the club. Staff provide an environment that promotes children's interests and stage of development. For example, children enjoy setting up their favourite board games and invite their key person to play. Children demonstrate that they feel happy and safe. They behave well and show positive attitudes. Staff share children's achievements with the school teachers. This ensures children's positivity flows throughout the club and the host school.

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Address:

Children with special educational needs and/or disabilities, or those who may face other barriers to their learning, are well supported from the start of their journey at the club. They develop a sense of belonging in this nurturing club. Staff are positive role models. They understand the unique needs of children and respond sensitively to their needs. Older children are excellent role models to younger children. They support them in their activities and encourage children to have a go at activities they may be less confident in. For example, younger children are encouraged to have a go at fixing a role-play mask themselves. This helps younger children to develop resilience. Children flourish at this club.

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Next steps

Leaders should consider how daily routines can be enhanced to provide children with more consistent opportunities to strengthen their independence skills. Leaders should consider ways to target professional development more precisely to staff's needs to strengthen their skills and knowledge.

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About this inspection

The inspector spoke with leaders, staff, parents and the head teacher 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. Shaw OLDHAM OL2 7PP Type: Childcare on non-domestic premises

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About this inspection

Registered person: Squirrels Childcare Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 17:45,Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:45

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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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