Ellergreen Out of School and Community Creche

Ellergreen Out of School and Community Creche

Unique reference number (URN): 322450 Address: Ellergreen Road, Liverpool, Merseyside, L11 2RY Type: Childcare on non-domestic premises Registered with Ofsted: 11/09/2000 Registers: EYR, CCR, VCR Registered person: The Norris Green Community Health Forum Committee

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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 practitioners create a calm and positive environment. Children explore the setting safely. Practitioners know children well and set high expectations for children's behaviour. These are clear, consistent and well understood by children. Expectations reflect children's age and stage of development. Good manners and kindness are promoted by all practitioners and children show respect, cooperate well and manage their behaviour effectively. For example, when children are playing basketball, they take turns and coach their friends on how to improve their technique.

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Behaviour, attitudes and establishing routines Expected standard

Children create the rules for the setting and respect these on an ongoing basis. They make choices and take part in adult-led or child-initiated activities. Children follow routines confidently. They know to wash their hands, choose their snack and sit at the table together when they arrive. When practitioners complete an outdoor risk assessment before children play out, the children line up and wait patiently until directed to go outside.

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Behaviour, attitudes and establishing routines Expected standard

Leaders ensure that practitioners have the right skills to support all children. Leaders direct practitioners to complete training around special educational needs and/or disabilities (SEND) and ensuring all children are included. Practitioners then supplement this by undertaking training linked to the specific needs of children attending. Leaders seek support and advice from linked schools and parents. They meet regularly with practitioners to discuss the ongoing needs of children with SEND and to consider and review the support they need. Leaders have a consistent approach to attendance and have robust measures in place to monitor attendance alongside school staff.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are prioritised throughout the setting. Leaders and practitioners create a safe and nurturing environment, where children can relax after school and enjoy a range of activities. Practitioners know children well and respond to their individual needs, ensuring that care is tailored and consistent.

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Children's welfare and wellbeing Expected standard

Good hygiene routines are embedded. Snack times are sociable and staff encourage children's independence. Children benefit from physical activities that promote fitness and coordination, alongside quieter options for creative play. Children with special educational needs and/or disabilities are included in all activities, as practitioners make adjustments where necessary. For example, allowing more time within a smaller group, and adapting their language to each child's level of understanding.

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Children's welfare and wellbeing Expected standard

Children enjoy playing hospitals together and talk about being healthy. As children play a dentist game with a practitioner, the conversation extends to talking about oral hygiene and visiting the dentist. Children create posters about how to be healthy and these are displayed around the setting for children to refer to. Leaders recognise the importance of promoting children's awareness and understanding of their emotions. Practitioners use books and stories as a vehicle for identifying and discussing emotions. During a planned activity, children confidently use the language of emotions to talk about and make sense of different scenarios. These approaches allow children to develop their understanding of their own wellbeing.

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Inclusion Expected standard

Leaders have created a culture of inclusion across the club. They understand the importance of reducing barriers to participation and have implemented clear strategies to ensure every child feels valued. Staff know children well and adapt activities to meet individual needs, promoting respect and equality.

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Inclusion Expected standard

Leaders maintain close links with each school and work collaboratively with parents and carers to share information that supports children's wellbeing. Leaders demonstrate good awareness of families' different circumstances. For example, offering flexible payment arrangements, effectively reducing barriers to access and enabling parents to sustain employment. This positively impacts children's attendance.

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Inclusion Expected standard

Children's individual needs are identified early through comprehensive information gathered before they start, which is updated regularly. This enables practitioners to put appropriate support and adaptations in place immediately. Practitioners undertake relevant training in order to ensure that they are able to assist all children. This allows them to demonstrate the appropriate skills and knowledge to support different needs. Practitioners adapt their interactions and use individualised activities to support children with special educational needs and/or disabilities (SEND). For example, effectively supporting children to regulate their emotions during a game of tag. As inclusion is embedded in the setting, children also respectfully support children with SEND during activities and play.

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Leadership and governance Expected standard

Leaders demonstrate a passion for, and thorough understanding of, the setting's context. They understand the club's strengths and priorities for their children. They take action on areas that need further development. Leaders know their children and families well, they develop effective relationships with families. They have an open door policy to signpost them to further support where appropriate. Leaders communicate well with schools, and parents/carers of children in order to ensure they are aware of any changing circumstances quickly, and adapt to these. Parents talk enthusiastically about the support from leaders and share how the setting is highly valued within the community.

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Leadership and governance Expected standard

Leaders meet regularly with staff to discuss observations and progress of children. Practitioners discuss all aspects of the setting and reflect on training needs, activities and routines. However, leaders are not yet ensuring all practitioners receive the regular support they need to develop their practice, which would enable children to benefit from high-quality interactions and care.

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Leadership and governance Expected standard

Leaders are aware of their responsibilities under the early years foundation stage, although they have not followed procedures to advise Ofsted of recent changes related to committee members. This does not impact directly upon children. Leaders have dealt with this promptly and leadership remains effective.

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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 enter the club happily and quickly settle as they know the arrival routines. Practitioners warmly greet children and have conversations about how their day has been. Children immediately begin to catch up with their friends from different schools, as they enjoy snack or take time to chat and read.

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

Relationships between practitioners and children are highly positive, as are relationships between the children. Children from Reception to year 6 play together in every area of the

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Inspector:

club. For example, practitioners sit chatting to children in the role-play doctor's area while they have their arm bandaged and explain medical checks they are doing. In another area, a group of mixed-age children are playing a dentist game and encouraging each other as they play. Outdoor play is promoted with the children and they enjoy playing basketball and tag within this safe and secure environment. Children show awareness and respect for each other.

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Inspector:

Children behave well at the club. Embedded routines ensure that children know what is expected of them at all times. Children take turns, share resources and are kind to each other. Practitioners engage children well and initiate high-quality interactions within all activities. Children talk confidently to visitors and share how they enjoy the club. They particularly like the outdoor play and having friends from other schools.

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Inspector:

Practitioners know the children well and are aware of their individual needs, which allows them to support these children effectively. Children with special educational needs and/or disabilities or barriers to learning are included in all aspects of club life. Practitioners make adaptations as needed, and support them gently and positively.

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Inspector:

The club is well organised and practitioners have excellent communication with the parents and carers. Parents are keen to share their praise for the club and are happy about how their children's individual needs are met. Parents feel that they are supported by leaders and their children are safe at the club.

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Next steps

Leaders should ensure that all practitioners receive regular and effective support that develops their knowledge and practice, so that children consistently benefit from high- quality interactions and care.

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About this inspection

The inspector spoke with leaders, practitioners, 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.

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further details. Sue Heathcote

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Address:

Ellergreen Road Liverpool Merseyside L11 2RY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Norris Green Community Health Forum Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 17:45,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:30

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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. 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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