Growing Places @ Anders Hall

Growing Places @ Anders Hall

Unique reference number (URN): 2794017 Address: Growing Places at Anders Hall, Jubilee Park, Milton Road, Waterlooville, PO7 6AW Type: Childcare on non-domestic premises Registered with Ofsted: 28/05/2024 Registers: EYR, CCR, VCR Registered person: Community Childcare Centres

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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 take swift action to reduce barriers that children may face in accessing the provision. This includes leaders being quick to identify any emerging concerns and implementing strategies to support children in experiencing the holiday club in a similar manner to their peers.

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Inclusion Strong standard

Leaders also recognise that barriers may include aspects, such as finances. They have consistent programmes in place to support families that may be facing financial hardship. This includes support in accessing the provision as well as accessing resources, such as clothing or the community pantry. Leaders work hard to breakdown any potential stigmas around support provided to families.

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Inclusion Strong standard

Staff regularly review and plan accordingly to ensure children's needs are being met. They recognise that things may have changed between the different holidays due to the length of time between each club and, therefore, make a point of reviewing and assessing regularly. They ensure staff receive the training they need to be able to do this. As a result, staff know exactly what children need to thrive and flourish and can implement it quickly.

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Inclusion Strong standard

Leaders have a clear understanding of how to use additional funding to benefit the learning and development of specific children. They would work closely with other agencies to ensure this funding is spent on meeting children's specific needs.

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Behaviour, attitudes and establishing routines Expected standard

Children have warm, trusting and secure relationships with staff and their peers. They are excited to see each other, despite not seeing each other regularly due to the provision being a holiday club. Children happily share things of importance to them and any worries they may have with staff. Staff regularly praise children, which helps build their self-esteem and confidence. Children play collaboratively with each other, for example they enjoy playing football together and working together as they play snooker. Staff skilfully support children, when there are minor conflicts. They help children to recognise the potential impact of their actions and to manage their feelings well.

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Behaviour, attitudes and establishing routines Expected standard

Staff have a clear understanding of children's individual needs and circumstances. They ensure adaptations are quickly put in place when needed. For example, staff plan activities around children's special interests. They have high expectations of children's behaviour and act as positive role models. Staff are generally consistent with the rules and boundaries, and children demonstrate they understand these. However, during transition periods, such as from play into lunchtime, these expectations are not as consistent, which impacts on children's behaviour as they become restless. Leaders have a secure understanding of the importance of punctuality and attendance. They work closely with their families to support them with this.

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Children's welfare and wellbeing Expected standard

Children are warmly welcomed into the holiday club by staff, who know them well even if they have just joined. Staff take time to ensure they know children and the things they like before they start the club. This helps to develop attachments between staff and children from the very beginning. There are clear attachments and children use staff for reassurance as and when needed. For example, staff support children as they separate from their main carers, as well as helping them to recognise, express and manage their emotions.

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Children's welfare and wellbeing Expected standard

Staff maintain children's privacy and dignity as they meet the care needs of all children. This includes older children who require further support with toileting. Staff ensure they are discrete in meeting this need and are respectful towards children. At times, there are some inconsistencies in the routines and expectations of children and their behaviour. For example, during transition periods children become restless, which impacts on their engagement with each other and staff.

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Children's welfare and wellbeing Expected standard

Children develop an understanding of their health and wellbeing, through regular conversations with staff. For example, children discuss the traffic light system on food packets over lunch and what this might mean for their own health and wellbeing. Staff skilfully support children as they learn about ensuring their personal safety. For example, after older children eagerly share with staff about new friendships, staff help children to develop a positive understanding of age-appropriate interactions and boundaries with their peers.

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Leadership and governance Expected standard

The nominated individual and leaders are passionate and dedicated to their work in providing high-quality care for their children. Leaders have a clear understanding of their strengths, such as their inclusion approach and their communication with parents and carers. They are taking action to improve areas identified for improvement. For example, leaders have a clear process for reflection and evaluation, but staff are not as consistent in their engagement with this as leaders yet. However, this is an area that leaders had already identified as an area of development. They have already started to take action by strengthening staff's confidence in making consistently positive contributions to developing the quality of the provision.

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Leadership and governance Expected standard

Every decision leaders make is focused on the best interests of children, including those who face barriers to learning. They are consistently focused on ensuring that all children have the same opportunities and access to the provision.

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Leadership and governance Expected standard

Leaders manage staff's workload and wellbeing well. They champion staff and develop their self-confidence and self-esteem as they undertake professional development. This helps to develop staff practice further and enhance the quality of the provision.

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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 excited as they come into the holiday club. They eagerly settle into activities, such as football or crafting. Children are encouraged to follow their interests and work together. For example, they keenly plan, practise and perform dance routines to current favourite hits. Staff support children well, including those who face barriers to learning, as they build new friendships with their peers. They instinctively know which children may require a little extra support and when to provide it to help children get the most out of their time at the club. Children develop positive attachments with their peers and staff alike. They

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Address:

Growing Places at Anders Hall Jubilee Park Milton Road feel that they belong and all children are included. Children know that their opinions are valued and staff listen to and respect their views.

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Address:

Children are confident and keen to learn. Staff help children to develop new skills, such as learning how to follow a recipe and prepare snacks for tea. Children eagerly crack eggs and mix as they make pancake batter. Staff teach children about healthy choices, while also understanding the needs of each child. For example, they adapt tea to ensure all children receive a snack they will eat and enjoy.

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Address:

Children begin to explore different cultures through activities. For example, children enjoy making crafts to celebrate Lunar New Year. They proudly show their creations to staff and their parents and carers. Staff take children to routinely visit their community farm. This provides children with experiences they may not have had before, such as caring for animals, as well as developing their physical skills and independence.

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Next steps

Leaders should enhance the organisation of transitions between different activities and routines of the day.

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About this inspection

The inspector spoke with leaders, staff, parents and carer and children 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 Waterlooville PO7 6AW Type: Childcare on non-domestic premises

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About this inspection

Registered person: Community Childcare Centres

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About this inspection

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

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