Rattle and Roll Performance Holiday Club: St

Nicholas Primary School

Unique reference number (URN): 2749536 Address: St. Nicholas First School, Raymund Road, Old Marston, OXFORD, OX3 0PJ 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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Behaviour, attitudes and establishing routines Expected standard

Staff form positive and friendly relationships with children. They make all children feel welcome. There is a relaxed and happy atmosphere, and staff are clear about behavioural expectations. Children know to listen to adults and follow the rules. For example, children ask when they need to leave the room to use the toilet. Children learn from the example staff set to be polite to each other and to include others in their play. Staff effectively help children understand the routines of the day. They display and talk about the timetable, so that children know what they will be doing and when. This means that children move promptly between activities, which maximises their time to take part in the fun and beneficial activities on offer.

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Behaviour, attitudes and establishing routines Expected standard

Staff plan games that specifically focus on teamwork and collaboration. For example, they set children construction challenges, build obstacle courses for teams of children to complete and play ball-passing games. Overall, children enjoy these activities and join in well. However, sometimes staff do not recognise when younger children need extra support to fully engage and join in with the planned activities. Leaders promote the benefits of prompt arrival and regular attendance to parents in order for their children to get the most from their day at the club.

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Children's welfare and wellbeing Expected standard

Staff support all children to learn about the benefits of following a healthy diet. They talk positively with children about the contents of their lunch boxes and discuss how eating healthily ensures they have lots of energy and can enjoy the activities on offer. When disadvantaged children in receipt of additional funding attend, staff provide nutritious hot meals and actively involve all children in the preparation of these. This further helps children learn about the benefits of following a healthy diet. All children are encouraged to express their feelings twice a day using the 'emoji board'. This helps promote a sense of wellbeing and emotional security. Staff ensure children have plenty of fresh air and exercise to promote an active lifestyle. Children develop an understanding of how to stay safe. For example, they know where they can go within the school building and understand they must be accompanied out of the main room by a member of staff.

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Children's welfare and wellbeing Expected standard

Staff ensure children follow suitable hygiene procedures, such as washing hands before meals. They notice when children need to rest and offer them a quiet area to do so. There are suitable key-person arrangements, which helps children feel secure. Overall, staff know children well. However, the small inconsistencies in the information gathered from parents before children first start means that staff's understanding of children's needs is not always fully comprehensive.

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Inclusion Expected standard

Leaders reach out to the local community and make the club accessible to a wide range of families. They actively promote additional funding that is available to families to support this. Leaders ensure all children have access to the full range of experiences on offer. They introduce children to activities that may be new to them and may ignite their interest further, such as the performing arts.

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Inclusion Expected standard

Leaders gather information about any children who may have special educational needs and/or disabilities (SEND) before they start, and work closely with parents to understand how to meet their children's needs. For example, staff provide quiet areas and noise reducing equipment for children who might find a busy environment overwhelming. They encourage children who may struggle to explain their feelings to express these in other ways, such as through drawing. Leaders work effectively with local schools to understand children's needs. They know how to reach out to other services should the need to do so arise. Leaders ensure staff have suitable training to understand, and meet the needs of children with SEND.

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Inclusion Expected standard

Systems for gathering information about children who speak English as an additional language are not fully effective. On some occasions, staff are not aware of children's understanding of English when they join the club. This means they are not able to fully support some children to join in and engage right from the start.

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Leadership and governance Expected standard

Leaders understand the club's strengths and areas for further development. Leaders listen to the views of parents and children and take these into account when adapting and developing the club. They follow children's interests when planning topics. They have expanded the range of activities on offer, following feedback from parents and a review of how best to meet the needs of the local community. Leaders value their staff, who feel well supported and appreciated. This helps ensure a stable staff team, which means secure levels of continuity for children and adds to their sense of security.

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Leadership and governance Expected standard

Through the promotion of available additional funding, leaders reach out to disadvantaged families, and families who may be experiencing other hardships. This helps ensure they can meet the needs of the local community well. All staff have access to a range of professional development opportunities. There has been an effective focus on training for staff to help them meet the needs of children with special educational needs and/or disabilities. However, support for staff is not consistently sharply focused on their individual training needs to improve their practice 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 enjoy being at the club. They confidently talk to each other and staff and demonstrate that they feel settled and secure. They enjoy the activities on offer. For

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Inspector:

Sarah Holley example, they enjoy learning new dance routines. Staff help children develop a range of skills that they can take into their learning at school or elsewhere, and which ignite interests that could lead to them following new hobbies or developing new skills. For example, staff plan singing sessions so that children not only learn the words to songs but learn how to warm up their voices and sing with different intonation and pitch. Staff encourage children to share their views about what they would like to to do at the club. For example, regular construction challenges form part of the daily timetable because children share how much they enjoy these. This helps children feel valued and that they belong.

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Inspector:

Overall, staff successfully include all children in activities, including those who may face barriers to joining in fully and getting the most from their time at the club. Through the programme of activities on offer, staff successfully build children's independence and confidence. Children are safe. Staff deploy themselves effectively to ensure children are suitably supervised at all times. They help parents understand the value of children attending promptly, so they can take part in all that is on offer. Children develop their confidence and independence. Many choose to perform songs and dances on the stage, and children are encouraged to make choices about whether they want to do this or not. Children are encouraged to be active, to promote their good health. For example, there are daily opportunities for them to play energetic games, inside and outside.

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Next steps

Leaders should develop systems for gathering further information about children who may speak English as an additional language, so staff can swiftly identify any extra support they may need. Leaders should enhance support for some staff to further improve their practice, including supporting them to adapt activities and interactions further to best support younger children.

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About this inspection

The inspector spoke with leaders, staff and children during the inspection.

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About this inspection

We carried out this inspection under section 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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Address:

St. Nicholas First School, Raymund Road Old Marston OXFORD OX3 0PJ

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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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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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