St Oswald's Holiday Club

St Oswald's Holiday Club

Unique reference number (URN): EY546096 Address: Beaconside Primary & Nursery School, Hazel Road, Birmingham, B45 9DX Type: Childcare on non-domestic premises Registered with Ofsted: 01/05/2017 Registers: EYR, CCR Registered person: St Oswalds Pre School Group Partnership

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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 have high expectations for children's behaviour. They are good role models and build positive relationships with the children who attend the club. Staff politely remind children to use manners and to take turns. Consequently, the club provides a happy, calm and friendly environment for children to play in. Children are kind and considerate towards their friends. They actively seek them out to play and, generally, older children involve younger children in their games and are supportive of them. However, when older children arrive at the start of the session, they sometimes interrupt younger children's play and take over what they are doing. As a result, younger children lose concentration and wander off to find something else to do.

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Behaviour, attitudes and establishing routines Expected standard

Children wait patiently until it is their turn to ride a bicycle or play a video game. Staff help children to look at the clock and show them where the hands of the clock will be when it will be their turn to have a go. Leaders work with the host school and parents and carers to ensure that they are aware of any absences. There are clear procedures in place to safely collect children from their designated areas.

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Children's welfare and wellbeing Expected standard

Leaders and staff provide a caring and friendly environment, where children are valued and their needs met. Staff build trusting relationships with children and their families, and know them well. As a result, all children, including those with special educational needs and/or disabilities, thrive in the individual care they receive.

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Children's welfare and wellbeing Expected standard

Staff give children's health, wellbeing and safety a high priority. Children spend time outdoors in the fresh air, where they ride bicycles with dexterity, carefully avoiding obstacles and other children. Staff teach younger children the importance of being vigilant for cars as they walk across the school car park to the club. Although there is no access to the internet at the club, staff talk to children about being safe online and not sharing information with people who they do not know.

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Children's welfare and wellbeing Expected standard

Staff provide children with a snack, such as crackers with a variety of toppings and fresh fruit. Although there is a jug of water and cups available, staff do not consistently ensure that children access these, especially during snack time or when they have been playing outside. In addition, staff spread each cracker for children individually. Although this takes account of children's choices, it means that their independence is not promoted and they have to wait for a long time for their food.

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Children's welfare and wellbeing Expected standard

Leaders and staff provide consistent support for children to help them manage their emotions. They speak to children in a calm voice and introduce quiet areas for children to reflect and talk about how they are feeling.

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Inclusion Expected standard

Leaders and staff strive to provide an inclusive environment, where every child is valued and made to feel welcome. They know children and their families well and work closely with them to ensure they meet the needs of all children, including those with special educational needs and/or disabilities. Leaders act as key persons to provide additional support, where needed, so that all children are able to benefit fully from the activities on offer and feel part of this relaxed, friendly environment. Leaders understand the importance of ensuring that staff attend additional training, where required, to enable them to support all children's individual needs.

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Inclusion Expected standard

Leaders and staff work closely with families. They share information about children's individual needs with parents and carers. Staff swiftly recognise where children may need additional support. Where staff observe that children need additional support, such as with their communication and language, they share this with the host school. However, they do not consistently seek information to ensure that they are always fully up to date with any changes to children's individual education, health and care plans. Leaders and staff teach all children to be respectful and tolerant of others. As a result, all children play harmoniously together.

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Leadership and governance Expected standard

The club benefits from an experienced leadership team, who put children's wellbeing and enjoyment at the centre of everything it does. The effective implementation of a range of policies and procedures supports the smooth running of the club and ensures that children are safe and well cared for. Leaders are reflective. They recognise areas where further improvements can be made and have plans in place to address the weaknesses and implement changes to enhance the quality of the provision.

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Leadership and governance Expected standard

Leaders work alongside staff. Effective induction arrangements and informal supervision sessions help to ensure that staff's practice is of a high quality. Staff comment that they feel well supported and valued. Leaders encourage staff to enhance their professional development through training and by gaining additional qualifications.

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Leadership and governance Expected standard

Leaders work closely with parents and carers to ensure the individual needs of all children, including those with special educational needs and/or disabilities, are met. Parents speak highly of the leadership and staff team and say that their children enjoy attending the club.

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

All children, including those with special educational needs and/or disabilities, thoroughly enjoy the time they spend in this well-established and friendly club. They arrive happily and are greeted warmly by staff. Children know the expected routines and independently hang up their coats and bags before settling quicky to their chosen play. Staff know individual children well and form positive relationships with them. They gather pertinent information before children start and use this to enable them to support children's overall wellbeing and enjoyment. Activities are planned around children's interests and children are eager to join in and try new experiences.

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

Children play well together as they share toys and take turns. They jump up and down with excitement as they play video games and cheer as they watch others when it is not their turn. Older children generally involve younger children in their play. They are supportive of them and help them to achieve their goal. Older children patiently help younger children to build a tower of bricks and show them how to carefully remove the bricks one at a time until the tower tumbles down. Younger children concentrate at this task for prolonged periods of time and are proud when they achieve and win the game. Children are helpful and courteous towards adults and their peers. They offer to wash up after snack time and enjoy being helpful.

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

Leaders and staff extend children's knowledge through conversations and explanations. They ask questions to encourage children to think. When children notice patterns of light on

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Address:

Beaconside Primary & Nursery School, Hazel Road Birmingham B45 9DX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: St Oswalds Pre School Group Partnership the wall, leaders explain that it is a reflection of the shapes on the window and that it is there because someone has turned the outside lights on.

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Next steps

Leaders should consider ways to seek more up-to-date information about children from the host school. Leaders should monitor the experiences of younger children to ensure that older children do not disrupt their play and hinder their enjoyment. Leaders should consider the arrangements for snack time to promote children's independence and ensure that all children have access to a drink.

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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. Register(s): EYR, CCR

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About this inspection

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