Shine at Bradley Stoke

Shine at Bradley Stoke

Unique reference number (URN): 2761282 Address: Bradley Stoke Community School, Fiddlers Wood Lane, Bradley Stoke, Bristol, BS32 9BS Type: Childcare on non-domestic premises Registered with Ofsted: 14/11/2023 Registers: EYR, CCR, VCR Registered person: Shine Wraparound Care 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

Leaders provide a welcoming environment, where children can relax and socialise after the school day. Staff build positive relationships with children. They speak warmly with them, check how their day has been and remind them of expectations when needed. Children generally get along well together. For example, older children cooperate during outdoor games and share equipment, while younger children play alongside one another and take turns during creative activities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders support children to settle into the session through clear collection arrangements from classrooms and the use of registers at the start of the club. This helps staff know which children are present and supports the start of the session. Staff generally take account of children's ages, stages of development and individual circumstances, including when supporting younger children and those who need help managing their emotions.

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Behaviour, attitudes and establishing routines Expected standard

Routines and expectations are not consistently embedded throughout the session. At times, the large hall space becomes busy during free-flow play and some children move quickly between activities rather than remaining engaged in play. Although staff provide reminders and support, leaders should strengthen the organisation of routines and the range of activities, so that children remain consistently engaged and behaviour is supported more effectively throughout sessions.

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Children's welfare and wellbeing Expected standard

Children feel happy and secure at the club and develop positive relationships with staff. Practitioners interact warmly with children and provide reassurance when needed. Children confidently approach staff to share ideas, ask questions or seek help. These interactions help children feel valued and develop a secure sense of belonging within the provision.

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Children's welfare and wellbeing Expected standard

Leaders create a welcoming environment, where children feel safe and supported. Children enjoy opportunities for active play both indoors and outdoors, which supports their physical development and emotional wellbeing. For example, children are encouraged to develop their physical skills when using large gymnastics equipment. Staff provide guidance and remind children how to use the equipment safely. Staff also support children to talk about their feelings and experiences during the session.

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Children's welfare and wellbeing Expected standard

Leaders have systems in place to support children's safety and welfare. Clear collection procedures and the use of registers help staff monitor children's attendance and whereabouts throughout the session. Strengthening the organisation of routines and supervision during busier periods of play would further support children's safety, wellbeing and engagement throughout the club.

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Inclusion Expected standard

Leaders identify children who may need additional support and work closely with the host school to help reduce barriers to children's experiences in the club. They share information through regular communication and termly meetings, including discussions about children with special educational needs and/or disabilities and wider pastoral needs. This enables leaders to understand children's individual needs and put strategies in place, such as support for children who need help with emotional regulation, safe collection arrangements and predictable routines.

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Inclusion Expected standard

The provision does not currently receive early years pupil premium funding. Leaders understand how this funding would be used to support children's individual needs and help remove barriers to their experiences at the club.

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Inclusion Expected standard

Leaders work with school staff and pastoral professionals to review children's needs and make adjustments where required. This helps children take part in activities alongside their peers. Leaders demonstrate a clear understanding of the children who attend the provision and the support they need. They seek advice from the school and other relevant professionals when needed.

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Inclusion Expected standard

Staff knowledge of children's individual needs is not yet fully consistent across the team. Leaders recognise this and are taking steps to strengthen staff understanding so that support is implemented consistently in practice.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the provision and its place within the wider organisation. The club is part of a network of settings overseen through Shine's leadership structure. Operational and quality leads provide guidance and oversight, which supports leaders to review practice and maintain standards across the provision.

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Leadership and governance Expected standard

Leaders prioritise children's safety and wellbeing in their decision-making. They listen to parents' views and reflect on practice to ensure that arrangements remain in the best interests of children. This proactive approach enables leaders to review procedures and make improvements where needed.

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Leadership and governance Expected standard

Staff are supported through the wider organisational structure. They have access to professional development opportunities and receive guidance to help them carry out their roles effectively. Leaders are mindful of staff workload and provide support to help ensure responsibilities remain manageable.

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Leadership and governance Expected standard

Leaders are reflective about their practice and recognise areas for further development. They recognise the need to strengthen staff understanding of children's individual needs and to further develop routines and activity organisation so that practice is implemented consistently across sessions.

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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 attending the club and value the opportunity to spend time with their friends after the school day. They take part in a range of activities, including arts and crafts, construction play and outdoor games. For example, younger children create cards using craft materials, such as glue, sequins and stickers, while talking with staff about their day at school. Children develop problem-solving skills, when experimenting with ramps during construction play to see how they can make toy cars travel faster. These experiences help children build confidence, creativity and social skills while enjoying time with their peers.

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About this setting

Children feel comfortable at the club and develop positive relationships with staff and other children. Staff speak warmly with children and ask about their day at school, helping them feel welcomed and valued. Children confidently approach staff to share ideas or ask for help. Older children cooperate well together, for example, when playing football outdoors and sharing equipment. Parents speak positively about the club, describing staff as 'approachable' and explaining that their children feel 'safe and well cared for'.

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About this setting

Leaders work closely with the host school to support children who may need additional support, including those with special educational needs and/or disabilities. Information about children's needs is shared so that appropriate strategies can be put in place to support their wellbeing and participation. Children benefit from a relaxed environment, where they can unwind after the school day.

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About this setting

At times, the organisation of routines and activities is less structured and the environment can become busy. Strengthening routines and ensuring all staff have a shared understanding of children's individual needs will help children remain engaged and gain the most from their time at the club.

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Next steps

Leaders should strengthen staff understanding of children with special educational needs and/or disabilities to ensure practitioners consistently recognise and support children experiencing barriers to their wellbeing. Leaders should strengthen the organisation of routines and increase the range of activities available to support children's engagement and promote consistently positive behaviour.

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About this inspection

The inspector spoke with leaders, staff, parents 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. Unique reference number (URN): 2761282

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Address:

Bradley Stoke Community School Fiddlers Wood Lane, Bradley Stoke Bristol BS32 9BS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Shine Wraparound Care Limited

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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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