Rattle and Roll Performance Holiday Club: Banks

Road

Unique reference number (URN): 2749532 Address: Banks Road Infant & Nursery School, Banks Road, Beeston, Nottingham, NG9 6HE Type: Childcare on non-domestic premises Registered with Ofsted: 01/08/2023 Registers: EYR, CCR, VCR Registered person: Rattle And Roll 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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Inclusion Strong standard

Leaders and staff are passionate about providing an inclusive environment at the club. They ensure settling-in arrangements are adapted and fully embedded to meet each child's needs. For example, leaders offer children and parents the opportunity to visit the club before they start to become familiar with the routines and activities.

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Inclusion Strong standard

Leaders and staff have a deep understanding of children's needs so that they can innovatively adapt activities to remove potential barriers to individual children's participation. This ensures that children with special educational needs and/or disabilities, those known to social care or from disadvantaged backgrounds are able to access a wide range of activities. For example, leaders and staff work with school staff and other agencies to develop uniquely personalised plans to meet children's needs. Consequently, children receive a consistent and enriching approach from all professionals.

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Inclusion Strong standard

Staff benefit from training to enable them to use a graduated approach to meeting children's varying needs. For example, children who struggle to settle are supported by highly experienced staff, who calmly and patiently scaffold the beginning of their day. Staff show a highly effective commitment to inclusion, which is embedded in their practice. They observe children and identify their needs quickly. Staff are then able to skillfully use this information to adjust the environment, activities and their approach to benefit all children at the club. Staff use daily conversations with parents to ensure the information they have about children is current and up to date. For example, they check each morning about children's wellbeing.

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Leadership and governance Strong standard

Leaders have an inspiring passion and commitment to ensuring children are happy and enjoy attending the club. They support staff effectively to ensure all children receive the very

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Expected standard

best care and opportunities. Leaders work with the local authority to actively provide quality care and opportunities for children who face disadvantage or barriers to learning.

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Expected standard

Inspirational leaders resourcefully work with other agencies, successfully signposting families to additional help. They ensure additional funding is used proactively to meet all children's needs. For example, they have purchased tents for children to use for quiet time to provide children with choice about where they play.

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Expected standard

Leaders value their staff team and provide reflective support to reduce staff workload and improve their wellbeing. They model high expectations and ensure all staff receive valuable professional development. Leaders monitor staff practice to target training to improve staff skills. For example, staff have completed training about how different children learn. This has helped staff understand how they can plan activities that all children are able to access, promoting a positive and inclusive ethos at the club. Leaders demonstrate highly effective leadership and clearly understand the strengths of the club. They evaluate their service with parents, staff and children to help them to continually enhance the provision they provide. Leaders have identified inconsistencies in behaviour management at the club but have not as yet had time to embed improved practice. Leaders build effective partnerships with the

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Expected standard

host school and parents to ensure continuity of care. Parents value the rich opportunities offered, and the kind care offered by staff to enable children to be happy and excited to attend the club.

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Behaviour, attitudes and establishing routines Expected standard

Staff talk to children at the beginning of each session to remind them of the rules of the club. They spend time modelling kind and considerate interactions. Consequently, children learn about developing relationships with each other. For example, children develop social skills as they practise team sports and learn to celebrate each other's achievements. Staff praise children and talk to them about their achievements, such as learning to use scissors as they cut cellophane for their pictures. Children celebrate each other's successes as they 'high five' the team that wins a game of bowling.

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Behaviour, attitudes and establishing routines Expected standard

Children play well together and learn to share and take turns. For example, while playing outside older children make sure younger children are included in games. However, at times staff are not consistent when implementing behavioural expectations, such as tidying toys away. Staff ask children to tidy up but do not insist this is completed and some children carry on playing.

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Behaviour, attitudes and establishing routines Expected standard

Leaders always promote the importance of punctuality and attendance at the club and talk to parents about the benefits of children arriving on time. They share how important it is for children to hear staff talk about the activities available at the beginning of the session.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are prioritised throughout the club. Leaders support staff to create a safe and nurturing environment, where children feel secure. Staff demonstrate how well they know each child as they are able to respond to their individual needs. They tailor the care they offer, such as using quiet spaces to help children to settle when they arrive.

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Children's welfare and wellbeing Expected standard

Key-person arrangements are made clear to children so that each young child knows who to go to if they require support. Staff offer children supportive interactions to develop relationships that promote emotional security. They gather information from parents and carers to support children's transition to the club and their wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders and staff liaise well with the host school to ensure the environment provides a safe place for children to play. They share timetables and notices with parents and children so that children know what to expect when they attend the club. Staff plan the environment and activities to ensure they are accessible and welcoming for all children. They use spaces well to enable children to have regular outdoor play sessions and learn about how exercise can contribute to a healthy lifestyle. Children are encouraged to make healthy choices about snacks and food for lunchtime. They independently wash their hands before mealtimes. However, staff do not always consistently support children to follow routines, such as tidying up after activities. This limits some children's opportunities to develop their independence skills further.

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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 at the holiday club excited for a day of fun and laughter. They are greeted by familiar, friendly staff, who care deeply about the children and know them well. Leaders and staff understand individual children's needs as they talk to parents before children start to ensure children's needs are understood. They have a helpful knowledge of children's unique emotional needs, social skills and wellbeing, which enables staff to settle children quickly. For example, staff remain calm and reassuring when children arrive upset and use quiet spaces to enable children to gradually feel at home in the club. Children are then able to confidently join in with group games and feel included and cared for.

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

Children have positive relationships with staff and know who their key person is, who they can go to for reassurance. All children including those who are disadvantaged, those with special educational needs and/or disabilities and those known to children's social care are encouraged to learn how to develop positive relationships with their peers. Staff model kindness and care for others to support children to learn how to be considerate towards their peers. For example, older children are encouraged to help younger children with their craft activities by sharing glue sticks and paper. Staff guide children to learn how to make choices for themselves, such as what they choose from their lunch boxes for snack. Staff talk to them about healthy foods and remind them about making sensible choices. Children learn to be independent about their care skills, such as washing their own hands before snack and lunch, which supports them to be independent at school.

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

Staff talk to parents about the importance of punctuality. Children benefit from activities that help them to get to know each other to support them to build relationships. Staff encourage them to confidently speak in front of their peers and share their own thoughts and ideas. For example, children suggest the games they would like to play and staff encourage them to teach their friends how to play new games.

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Address:

Banks Road Infant & Nursery School Banks Road Beeston Nottingham NG9 6HE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rattle And Roll Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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Address:

Local authority: Nottinghamshire County Council

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Next steps

Leaders should support staff to consistently implement expectations for children's behaviour at the club.

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About this inspection

The inspector spoke with leaders, and practitioners 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.

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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. 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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