Ashton Green Pre School & Out of School Club

Ashton Green Pre School & Out of School Club

Unique reference number (URN): 2750102 Address: The Mobile, Chancel Road, Leicester, Leicestershire, LE4 2WF Type: Childcare on non-domestic premises Registered with Ofsted: 12/10/2023 Registers: EYR, CCR, VCR Registered person: Glebelands Pre-School and Out of School Club CIO

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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 Strong standard

Children demonstrate consistently positive behaviour and attitudes to learning. They are kind, respectful and considerate of one another and show strong social skills when playing together. Staff ensure that clear routines and expectations are embedded securely and are well understood by all children, including those with special educational needs and/or disabilities. As a result, children listen carefully, follow instructions confidently and move calmly between activities.

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Behaviour, attitudes and establishing routines Strong standard

Staff manage behaviour skilfully and consistently. They explain expectations clearly and help children understand why rules are important, rather than simply enforcing them. This supports children to develop a strong understanding of right and wrong and learn how to keep themselves and others safe. For example, staff explain why running indoors is unsafe and help children understand the potential consequences, which children respond to positively.

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Behaviour, attitudes and establishing routines Strong standard

Staff model positive behaviour and are role models to children. They praise children when they show kindness, patience and cooperation. Children take responsibility for their environment, tidying independently, caring for resources and showing pride in their setting. Staff consistently reinforce the importance of being kind to others, and support children as they learn to share and take turns. Leaders promote attendance at the setting and support families to understand the importance of regular attendance and punctuality.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently behave well and show positive attitudes to learning. They are happy, settled and engaged, which allows them to focus on learning and play.

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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are prioritised consistently and effectively. Children experience a calm, nurturing and emotionally secure environment where they feel safe, valued and confident. Staff develop strong and trusting relationships with children, which are evident consistently. Children readily seek reassurance, comfort and support from familiar adults, which enables them to regulate their emotions and re-engage in play and learning quickly. Staff respond quickly when children are upset, offering comfort and time to talk about feelings. All children are invited to, and encouraged to, participate in wider group activities with their peers.

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Children's welfare and wellbeing Strong standard

Staff establish positive routines for hygiene, self-care and physical wellbeing. Children are supported to wash their hands, blow their noses and manage their toileting needs independently. This helps promote their self-confidence and independence. Staff actively promote safety. They explain risks clearly and help children understand how to keep themselves and others safe. For example, children learn that it is important to pick up building bricks from the floor to prevent their friends tripping up or falling on them.

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Children's welfare and wellbeing Strong standard

Staff celebrate diversity and weave cultural exploration into play. Children confidently talk about their different clothing, which they bought on a recent holiday. They are happy to talk

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Expected standard

to others about different cultural practices which are celebrated in their home, such as regular prayer time. Children demonstrate high levels of wellbeing. They are happy, settled and confident, which enables them to thrive. Children know they are valued and feel a strong sense of belonging, and respect for difference.

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Inclusion Strong standard

Leaders and staff demonstrate highly inclusive practice. They maintain high expectations for all children and ensure the curriculum remains ambitious while being skilfully adapted to meet individual needs. As a result, children with special educational needs and/or disabilities (SEND) and those in receipt of additional funding, such as early years pupil premium, make secure progress from their starting points, particularly in communication, emotional regulation, confidence and independence.

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Inclusion Strong standard

Staff know children extremely well and use this deep understanding to remove barriers to learning swiftly and effectively. For example, staff support children with SEND to identify when they are becoming dysregulated. Consequently, some children with SEND independently access sensory spaces and specialist equipment to regulate when they feel unsettled or need a moment of calm. Children with SEND are fully included in daily routines and group experiences. They play confidently alongside their peers and engage positively with familiar adults. Children are increasingly able to communicate their needs. They display this by taking adults by the hand to support them to use visual communication boards. This means children can be understood and share their wants and needs. This helps reduce frustration and gives children more independence. Support is consistently sensitive, timely and purposeful, enabling children to participate meaningfully without reducing expectations.

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Inclusion Strong standard

Leaders work closely with a wide range of professionals, such as dietitians, speech therapists and specialist teachers, to ensure support is coordinated and effective. This collaborative approach ensures children's needs are identified early and consistently met well. Leaders and staff monitor the progress of all children and regularly review strategies to ensure they remain effective. Leaders ensure any funding is spent with the maximum impact on children's outcomes.

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Achievement Expected standard

All children make progress from their individual starting points. They develop the foundational knowledge, skills and confidence they need for future learning. Children show curiosity and engagement. They sustain focus in activities they choose and demonstrate pride in their achievements. For example, they proudly talk to staff about a hotel they have made from building blocks. Children become increasingly confident.

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Achievement Expected standard

Children with special educational needs and/or disabilities make particularly swift progress in their emotional regulation as they are supported by targeted strategies and specialist resources. Children manage routines independently and communicate their needs effectively. They confidently know what activities and resources are available to them and engage quickly with their friends. Children are well prepared for their next stage of learning, as staff have strong partnerships with local schools and plan thoughtful transitions.

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Achievement Expected standard

However, although children make secure progress from their starting points, their achievement is not yet consistently deepened across all areas of learning. The variability in the quality of adult–child interactions occasionally limits opportunities to deepen children's language, thinking and learning.

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Curriculum and teaching Expected standard

Leaders have designed a clear and coherent curriculum that supports children to make secure progress from their starting points. The curriculum is thoughtfully adapted to meet the needs of all children. Staff use their knowledge of what children already know and can do to plan activities.

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Curriculum and teaching Expected standard

Staff plan a broad range of purposeful activities which support children's physical development. Children learn to ride bicycles and scooters. Staff support them to use utensils such as juicers and mashers to make 'potions' in the garden. Children build on their mathematical language and recognition through play dough activities with different shaped cutters. Staff support children to recognise different emotions and learn how their friends may feel. Children enjoy being creative through mark-making activities, which staff support and encourage. Staff use opportunities to introduce new vocabulary as children play, for example they teach children that the water around a castle is called a moat. Children show confidence in their learning and readily explain what they are doing. They show imagination and creativity as they talk about their dragon breathing fire.

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Curriculum and teaching Expected standard

Although staff regularly introduce new vocabulary during children's play, not all adults use every interaction as an opportunity to further develop teaching and learning. There is some variability in the quality of interactions. While some staff use skilful questioning and sustained shared thinking to extend learning effectively, others do not yet consistently use open-ended questions to deepen children's language and thinking further.

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Leadership and governance Expected standard

Leaders demonstrate a secure understanding of the setting's context and the needs of its community. They place strong emphasis on children's welfare, inclusion and safeguarding. Leaders pride themselves on being a support network for the families of the children who attend. They ensure that staff feel confident to have a positive impact on all children, particularly the most disadvantaged.

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Leadership and governance Expected standard

Leaders foster a supportive staff culture. Staff feel valued, supported and able to access training opportunities. Leaders ensure that staff's workload is manageable and their wellbeing is prioritised. They engage openly and reflectively. Leaders demonstrate honesty about strengths and areas for development. They ensure that partnership working with parents is effective, particularly for children with special educational needs and/or disabilities. Parents praise the communication and support the setting provides.

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Leadership and governance Expected standard

Leaders provide feedback on teaching practice through staff supervision and are attentive to staff wellbeing. However, leadership oversight of teaching practice is not yet sharp enough. Although supervisions take place, these discussions do not yet consistently identify precise, individual development targets focused on improving teaching practice. As a result, not all staff fully understand what they need to do to raise the quality of their practice even further.

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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 experience a calm, welcoming and inclusive environment where they feel safe, valued and confident to be themselves. They form secure relationships with staff, readily seeking comfort, reassurance or support when needed. For example, children confidently approach staff for cuddles and reassurance when feeling upset and are quickly supported to regulate and re-engage. As a result, children are settled, emotionally secure and able to engage positively in play and learning throughout the day.

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

Children achieve well from their starting points, including those with special educational needs and/or disabilities (SEND) and those in receipt of additional funding such as early years pupil premium. They develop confidence, independence and resilience through well- established routines and consistent expectations. Children independently get themselves ready for outdoor play. They show pride in caring for themselves and their environment. Children demonstrate growing social skills. They confidently share ideas, experiences and achievements with adults and other children.

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

Children display a sense of belonging. They play alongside one another harmoniously, showing kindness, respect and consideration. Children with SEND are fully included and are supported sensitively to regulate, participate and succeed alongside their peers. Children vote for stories to choose which one to read. They take turns in group games and work cooperatively during activities such as puzzles. Staff value children's individuality and celebrate diversity through everyday practice. Children learn about Eid and Ramadan and listen respectfully to others who talk about their family celebrations. Staff explore books that reflect different family structures, which helps children to develop respect, tolerance and a strong sense of belonging.

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

Children thrive. Staff respond promptly and sensitively to their emotional needs. They support children to manage feelings and regain focus. Children benefit from clear routines, well-organised spaces and thoughtful adult support. This helps children feel secure and confident to explore. Children behave well and follow safety expectations because staff explain why rules matter. Overall, children are happy, calm and engaged. They enjoy learning, feel safe to express themselves and are developing the knowledge and confidence they need for their next stages, including the transition to school.

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Next steps

Leaders should strengthen adult–child interactions further by ensuring all staff consistently use open-ended questioning and sustained shared thinking to deepen children's language, thinking and learning, particularly during child-initiated play. Leaders should sharpen supervision and monitoring systems, so they identify clear, individual development targets for staff, and use these systematically to drive consistent improvement in teaching practice.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents and children during the inspection.

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Address:

The Mobile Chancel Road Leicester Leicestershire LE4 2WF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Glebelands Pre-School and Out of School Club CIO

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Address:

Operating hours: 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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Age range of children at the time of 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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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