Oldbury Court Out Of School Clubs

Oldbury Court Out Of School Clubs

Unique reference number (URN): EY422551 Address: Christ Church C of E Infants School, Christchurch Avenue, Downend, Bristol, BS16 5TG Type: Childcare on non-domestic premises Registered with Ofsted: 27/05/2011 Registers: EYR, CCR, VCR Registered person: Oldbury Court Out of School Clubs

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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 implement 'golden rules' to help children understand what is expected of them. Typically, staff gently remind children of these rules, but this is not consistent. This means, occasionally, some children do not fully understand the boundaries or what is expected of them. This causes noise levels to rise and the environment can become overwhelming for some children. Children, generally, behave well and follow routines confidently. Staff understand the importance of robust routines and children demonstrate their knowledge of these. For example, children line up on collection from school, wait patiently to wash their hands before snack times and join in with their registration upon arrival.

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Behaviour, attitudes and establishing routines Expected standard

Children play well together. They enjoy chatting to each other throughout their time at the club. Staff consistently engage in discussions with children and join in their games. Children work together to construct a marble run and staff support them. They remind children to use their manners and pick up their litter, acting as positive role models for children. Leaders and staff implement effective procedures around children's absence, punctuality and attendance. They work closely with teachers to ensure this is consistent.

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Children's welfare and wellbeing Expected standard

Children demonstrate their confidence, security and secure attachments with leaders and staff at the club. Leaders ensure the environment is welcoming, safe and suitable for children. Children benefit from daily fresh air and exercise and use the space well. For example, children can access the hall and the on-site school playground to exert their energy. Outside, children play football, have fun chasing their peers and confidently climb safely on the climbing equipment. Staff deploy themselves effectively to ensure these areas, in particular, are monitored.

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Children's welfare and wellbeing Expected standard

Staff provide healthy snacks that reflect children's dietary needs and use this time as a social time. Staff have robust knowledge of safer eating and promote sitting nicely at the table. They use daily handovers with parents and carers to share any information, including about children's day, eating, activities they have enjoyed and how their school day has been.

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Children's welfare and wellbeing Expected standard

Children seek reassurance from staff when they fall over or have minor conflicts with their peers and staff swiftly respond ensuring they are ok. However, staff do not consistently use their interactions to further explore children's feelings and emotions. This does not help children to deepen and promote their emotional wellbeing.

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Inclusion Expected standard

Staff know children well. They have a secure understanding of individual children's health and care needs, including allergies and intolerances. Staff form effective partnerships with parents and carers and review any changes to children's needs or routines regularly. This ensures children access an inclusive environment, helping them to build a sense of belonging and feel valued. Further consistency in relaying behavioural expectations will help children to gain a deeper understanding of expectations, during their time at the club. Leaders evaluate the provision effectively and ensure the environment reflects the needs of the children. For example, staff have introduced a sensory area for children if they feel overwhelmed or would prefer some quieter time. This helps to reduce barriers to children's participation and engagement.

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Inclusion Expected standard

Daily conversations and a close partnership with the on-site school leads to robust oversight of children needs. Staff share information from teachers to parents. This ensures a consistent flow of information. Leaders work closely with the local authority to access additional funding to support children during the holidays, such as to provide specific one-to one support. Consequently, children, including those with special educational needs and/or disabilities, can fully participate with the daily routines. Although, not a requirement, staff choose to use 'playwork diaries' to track children's learning monthly, reflecting on what children have made or enjoy playing with. Parents report on the approachable and caring staff. They relay how staff ensure those children who attend breakfast club do not miss before school events and take them to the school to join in.

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Leadership and governance Expected standard

Leaders have a clear oversight of the provision they offer for children and families. Leaders implement regular team and management meetings across the sister sites. This ensures continuity and opportunities for self-evaluation. For example, recent changes to classroom collection has created a smoother transition for children into the club. Leaders ensure decisions are made based on the best interests of children. This helps staff to take a positive and inclusive approach to their provision.

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Leadership and governance Expected standard

Staff report high levels of wellbeing and enjoy their roles. Staff retainment is positive and they report on the effective team working because of this. Staff benefit from regular supervision sessions and daily check ins, which provide opportunities to discuss training they would like to access. For example, leaders have recently completed an early years qualification, particularly enhancing their communication with younger children. Continued monitoring and support for staff by leaders, regarding their interactions and implementation of rules and boundaries, will further raise the quality of the provision.

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Leadership and governance Expected standard

Leaders engage well with the local community and welcome children to attend the club from local schools. Staff ensure this is well organised and does not cause disruption on arrival. Children seamlessly transition into the routine. Staff check in with them before they go off to explore the activities on offer. Staff share messages between each other regarding children. This demonstrates a committed approach to teamwork and sharing of information for parents and carers.

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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 eager to attend the club. They show excitement when they see staff collecting them at the end of the school day. Children immediately engage in discussions about their day. They demonstrate a secure understanding of the routine, such as they line up and wait for their peers to arrive from other classes. Staff implement well-established procedures to ensure the safety and wellbeing of children, when transitioning to the club. Children settle quickly and enjoy a game of 'guess the animal' as they wait for all children to arrive. Staff encourage children to be independent. For example, children carry their own belongings,

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Address:

Christ Church C of E Infants School Christchurch Avenue, Downend pack them away and take responsibility for small tasks, such as handing out snack plates to their peers.

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Address:

Children build caring and trusting relationships with staff. This means children feel safe and secure in their environment. They confidently access resources and explore the environment with their peers. Children know where things belong and seek out their peers to join in. For example, they enjoy playing card and board games, such as snakes and ladders. Children of all ages play collaboratively together.

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Address:

Children engage well with the creative activities that staff set up for them. These include making crowns, to link with cultural events children have been learning about at school. Children enjoy drawing and colouring with their peers, and happily chat together. Staff engage in discussions with children. This further builds on the relationships they have with children.

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Next steps

Leaders should review staff's approaches to managing children's behaviour, to ensure children fully understand expectations and boundaries. Leaders and staff should enhance interactions with children to support their emotional development further.

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About this inspection

The inspector spoke with leaders, 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 development and care, known as the early years foundation stage. Bristol BS16 5TG Type: Childcare on non-domestic premises

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About this inspection

Registered person: Oldbury Court Out of School Clubs

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About this inspection

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