GOOSE

GOOSE

Unique reference number (URN): EY452672 Address: Thornbury Baptist Church, Gillingstool, Thornbury, Bristol, BS35 2EG Type: Childcare on non-domestic premises Registered with Ofsted: 05/10/2012 Registers: EYR, CCR, VCR Registered person: Holmes, Katherine Julie

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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 Expected standard

Leaders and staff gather information from parents and other professionals so that they have a secure understanding of the barriers that children face, and to ensure children's needs are appropriately understood and met. Leaders and staff make considerations and adaptations to practice, ensuring all children can participate safely and fully with their peers. For instance, leaders work with parents to understand what is needed to keep children safe and they provide additional staff when children need one-to-one supervision. Leaders recognise how to adapt their support for children's needs as they provide smaller adult-to-child ratios during key times for some children, such as during transitions from school to the club. This means that children have the supervision and support that they need.

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Inclusion Expected standard

Staff recognise that some children need more support with using resources and participating with their peers. They risk assess and ensure that they consider children's health and physical needs to keep them safe. Staff ensure that they are on hand to step in, when needed, to support children with their developing independence.

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Behaviour, attitudes and establishing routines Needs attention

Leaders have routines and expectations in place for behaviour. However, these are not applied consistently for all children. Expectations for routines, such as school collection time and snack time, are not always clearly communicated to children and, at times, this leads to a disorderly environment.

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Behaviour, attitudes and establishing routines Needs attention

Children are familiar with the routines and understand that they must walk sensibly on the route back from school. However, when they are collected from their classes staff are not consistent with helping children to understand what is expected of them while they wait to leave the playground.

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Behaviour, attitudes and establishing routines Needs attention

Relationships between staff and children are generally positive and respectful. Some staff model calm behaviour and encourage children to play cooperatively with their peers. However, some staff struggle when children demonstrate challenging behaviour and there are no consistent strategies to help children to manage their feelings and behaviour appropriately.

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Behaviour, attitudes and establishing routines Needs attention

Leaders recognise that some children need opportunities to be physical after being at school. They provide opportunities that allow children to explore and make their own choices about what they would like to play with. Children enjoy using the hall with mats to play more physical games and demonstrate their cartwheels and rolls. However, when children become excited and their behaviour declines, staff do not know how to manage the situation and support children to regulate their feelings without it impacting the play of others. This disrupts the play of other children and does not help children to learn to manage conflict independently.

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Children's welfare and wellbeing Needs attention

Leaders and staff provide a safe and welcoming environment for children and promote healthy lifestyles effectively. They gather information about children's dietary and medical needs and ensure that they follow this information carefully to keep children safe. Children have opportunities to rest after their long day at school, they talk about how their day has been and how they are feeling.

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Children's welfare and wellbeing Needs attention

Leaders and staff teach children how to keep themselves safe when walking to and from school. For instance, they follow clear routines and expectations to help children to understand the risks as they approach roads and what is expected of them. Staff recognise the importance of working with children's parents and other professionals to help them to get to know children and to build trusting relationships. They develop secure relationships with their key children through working with parents to help children to settle and this encourages children to want to attend.

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Children's welfare and wellbeing Needs attention

Leaders and staff plan an environment to provide children with opportunities to rest, relax, play and be physically active. However, at times, weaknesses in staff consistency with following procedures impacts the experiences that children have. At times, children do not understand the expectations regarding snack time, although, leaders and staff set clear routines around hygiene and children follow these well. Inconsistencies with managing behaviour and staff implementing procedures does not always give children clear messages about what is expected of them.

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Leadership and governance Needs attention

Leaders have taken the necessary steps needed to meet the action raised at the last inspection. Staff have training on safeguarding and are now confident in understanding the procedures they must follow if they had any concerns about children's safety and welfare.

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Leadership and governance Needs attention

Leaders understand their responsibilities to ensure that they check and monitor the suitability of staff, and they provide staff with the mandatory training and induction that they need for their roles. However, leaders do not recognise that some staff need more support in understanding and implementing their policies, procedures and with their interactions with children. At times, children struggle to understand what is expected of them as staff do not provide consistent messages, or support to help children to play harmoniously with their peers. Some staff struggle to know how to engage with children when they become excitable and need reminding of the boundaries in place, this leads to the environment becoming loud and disorderly and at times and impacts the play of other children. Despite this, leaders and staff know the children well and provide them with lots of interesting and inviting opportunities. Staff report being well supported by leaders and parents say that their

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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 appear happy and excited to attend the club and demonstrate a sense of belonging. They are clearly pleased to see staff as they collect them from their classes at the end of their school day. Children eagerly talk about their day as staff cheerily greet them.

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

There are some well-established procedures in place, which children understand and follow, for when they are transitioning to the after-school club from school. However, although the transition from the school to the club is well planned and implemented, the process for children being collected from class and waiting is not as consistent. Staff do not give the same consistent messages as children wait for their peers to be collected in the playground. At times, it becomes chaotic as children chase each other around and some staff do not give them clear messages about the expectations in place. Leaders should provide staff with more focused support and training to implement their procedures more consistently and with implementing strategies to help manage behaviour.

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

On arrival to club, all children are independent as they quickly put their belongings away and wash their hands. Older children kindly support younger children and, overall, children are kind to their peers and respectful of the leaders and staff.

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

Leaders and staff provide activities and resources that interest children and entice them to play. All children, including those with barriers to their learning, demonstrate confidence as they choose where they would like to play, and they settle quickly into games with their friends. Some children spend time playing cooperatively as they use the magnetic shapes to build and create models together. Other children enjoy being creative and making models using beads, where they focus and talk about what they are making with their friends. Children enjoy challenging staff to games, where they have to take turns and learn to follow the instructions of the game.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

provide more consistent strategies and support for children to help them to learn to manage their feelings and behaviour appropriately 27/03/2026

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Action Completion Date

ensure all staff have the training and support to help them to understand and implement the policies and procedures and to interact with the children effectively 27/03/2026

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About this inspection

The inspector spoke with leaders, staff, children, parents and the designated safeguarding lead 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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Address:

Thornbury Baptist Church Gillingstool Thornbury Bristol BS35 2EG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Holmes, Katherine Julie

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:40 - 08:50

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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