Shine at Callicroft

Shine at Callicroft

Unique reference number (URN): 2761304 Address: Callicroft Primary Academy, Rodway Road, Patchway, Bristol, BS34 5EG 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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Inclusion Strong standard

Leaders have established a strong and inclusive culture in which children's individual needs are identified accurately, in partnership with the host school, and responded to consistently. Staff have a secure and detailed understanding of children's needs, including those with special educational needs and/or disabilities, and use this effectively to adapt their practice so children can participate fully in the provision. Staff respond proactively to children's individual needs, supporting them to regulate their emotions and re-engage positively through calm interaction, familiar resources and targeted support. This ensures that children are settled, included and able to access a full range of experiences alongside their peers.

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Inclusion Strong standard

Leaders take a proactive and structured approach to inclusion. They work in close partnership with the school and communicate effectively with parents to ensure that strategies are aligned and responsive. Leaders monitor children's needs closely through ongoing discussion with staff and partners, reviewing and adapting support where needed to reduce barriers to participation and wellbeing. Staff receive regular training and guidance, enabling them to implement inclusive practice confidently and consistently. There are currently no children in receipt of early years pupil premium. Leaders understand how this funding could be used to support children's individual needs and interests. Overall, inclusive practice makes a sustained difference to children's experiences.

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Leadership and governance Strong standard

Leaders demonstrate a detailed and perceptive understanding of the setting's strengths and priorities. Since establishing the provision, they have worked closely with the host school to successfully develop and grow the club, increasing numbers from a small group to a well- attended provision. Leaders use feedback from parents, staff and children effectively to inform decision-making. This has led to meaningful improvements, including increased staffing consistency and clearer communication with families, which have had a positive impact on children's experiences.

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Leadership and governance Strong standard

Leaders consistently make decisions that are in the best interests of children. They work in strong partnership with the school to support children with special educational needs and/or disabilities and those who may face additional challenges. Leaders are proactive and responsive in identifying areas for development, such as the organisation of space, and are working with the school to improve access to facilities and further strengthen the provision.

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Leadership and governance Strong standard

Leaders promote a positive and professional culture where staff feel supported and valued. Staff report that communication is strong and leaders provide consistent and supportive leadership. Leaders take account of staff wellbeing and workload through clear expectations and supportive systems. They maintain a reflective approach and drive continuous improvement to enhance the quality of provision for children.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established a positive environment where expectations for behaviour are clear and understood by children and staff. Children generally behave well and demonstrate positive attitudes, including cooperation, sharing and respect for others. For example, children share resources and play cooperatively, explaining that they 'always share together' because they are all friends at the club. Warm relationships between staff and children support a welcoming atmosphere, helping children to feel secure and confident to engage in activities.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to collaborate and get along with others. They encourage children to reflect on their behaviour, understand the impact of their actions and take responsibility. For example, staff support children to apologise and repair relationships following minor incidents. Staff consider children's ages, stages of development and individual needs when supporting them to meet expectations, including adapting their approach to help children regulate and re-engage positively.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote attendance and maintain effective communication with families to support children to attend regularly and establish routines. Clear daily routines, including registration and snack time, help children to settle and understand expectations. However, the organisation of space and activities does not consistently enable children to engage without interruption. At times, this leads to minor conflicts. Leaders recognise this and are taking steps to improve how space and activities are organised to minimise disruption and reduce instances of conflict.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through caring and responsive practice. Staff know children well and take account of their individual needs, including those with special educational needs and/or disabilities. Warm and supportive relationships between staff and children help children to feel secure and develop a strong sense of belonging. Staff take time to check in with children on arrival and throughout the session, for example asking about their day and how they are feeling. This helps children to feel valued, express their feelings and develop emotional understanding.

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Children's welfare and wellbeing Expected standard

Children are supported to develop an understanding of their health and safety. For example, staff encourage children to make healthy choices during snack time and reinforce expectations around safe movement within the school environment. Clear routines, including handwashing, snack time and collection procedures, support children's care and wellbeing and help them to feel secure and understand what to expect.

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Children's welfare and wellbeing Expected standard

Leaders ensure that children can access both indoor and outdoor spaces and make choices about their play. However, at times, the range of activities does not fully support children of different ages to engage comfortably. Leaders recognise this and are taking steps to broaden the range of activities so that all children's experiences are further enhanced.

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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 this after-school club and speak positively about their experiences. They look forward to sessions and are keen to take part in activities, particularly outdoor play. Children develop confidence and social skills as they play together, for example joining group games where they learn to cooperate, take turns and communicate with others. They talk about sharing resources because they are friends, showing that they understand expectations around kindness and cooperation. Staff support children's thinking and

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About this setting

language through meaningful conversations during play, helping them to build on their ideas and interests.

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About this setting

Children feel welcomed and develop a strong sense of belonging. Warm and positive relationships between staff and children help them to feel valued and supported. Staff take time to check in with children about their day, which helps children to settle after school. Children play cooperatively and show care for one another, for example checking on others and including their peers in play. Children with special educational needs and/or disabilities are included fully. Staff understand their needs well and work closely with the school and parents to ensure consistent support so children can participate alongside their peers.

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About this setting

Children thrive in a safe and supportive environment. Clear routines and expectations help them to feel secure and understand what is expected. Staff support children to reflect on their behaviour and develop positive attitudes. Secure supervision and well-managed collection procedures help to keep children safe. Children can choose from a range of indoor and outdoor activities. Leaders are continuing to develop the provision, including broadening the range of activities and improving access to space, so children of different ages can engage comfortably. Children are happy, settled and developing confidence, independence and positive relationships.

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Next steps

Leaders should organise space and activities more effectively to minimise disruption between different types of play, reducing conflict and supporting consistently positive behaviour. Leaders should enhance children's welfare and wellbeing by broadening the range of activities, so children of different ages can engage comfortably in play.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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): 2761304

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Address:

Callicroft Primary Academy Rodway Road, Patchway Bristol BS34 5EG

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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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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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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

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

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