Home Away @Abbotsbury

Home Away @Abbotsbury

Unique reference number (URN): 2787267 Address: Abbotsbury Primary School, Abbotsbury Road, Morden, Surrey, SM4 5JS Type: Childcare on non-domestic premises Registered with Ofsted: 09/04/2024 Registers: EYR, CCR, VCR Registered person: Horton, Keri Ann

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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 are extremely well behaved. They display excellent manners and kind behaviour towards others. Children receive consistent praise from caring staff, which supports their confidence and self-esteem. The environment provided by staff is calm and supportive. This supports all children to regulate their emotions. Children demonstrate positive attitudes to their play. They seek others out to play, and happily share and take turns with their friends. Staff have positive and trusting relationships with children, where clear expectations and boundaries are in place. Children rarely need reminding of these and happily complete routines, which are fully embedded, and recite the club's rules.

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Behaviour, attitudes and establishing routines Strong standard

Staff monitor activities and ensure children's engagement is at the highest level. Children are at the heart of decisions of the club. They are included in changes and choices in activities through regular discussions. Children openly share what their favourite things to do at the club are. They discuss their friends they play with and healthy foods they eat. Leaders have robust procedures to monitor children's attendance. They work closely with the school to maintain these expectations with parents and carers.

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Children's welfare and wellbeing Strong standard

Children's inclusive welfare and wellbeing are a priority at the club. There are consistent routines, alongside caring and attentive staff who are highly responsive to children's needs. As a result, children receive the individual care that supports them to flourish. When children arrive, they discuss and talk about their time at school. They are able to openly express their emotions. Staff have undertaken training in emotional literacy. The impact of this is shown in how children communicate their feelings and understand the emotions of others. This approach supports children's overall wellbeing and the space to share how they feel in a safe environment.

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Children's welfare and wellbeing Strong standard

Staff encourage children to consistently develop healthy habits, stay hydrated and eat healthy snacks. They engage in discussions about the benefits of certain foods they choose and extend what they have learned during the school day. Children are extremely confident in hygiene practices and manage their personal care with ease. They dress and undress themselves independently during role play and seek out staff if they need support. Children are physically active. Staff are implementing an outdoor play scheme to strengthen children's physical skills even further.

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Inclusion Expected standard

Leaders ensure there is an inclusive environment that complements the support children receive during the school day. They work closely with professionals within the school to implement targets from children's individual plans at the club. Staff make thoughtful adaptions to the environment. For example, they use visuals so children with special educational needs and/or disabilities (SEND) can participate in activities, when they attend. Staff have completed training that covers areas of supporting children with SEND. However, staff's knowledge could be extended even further to ensure they are prepared to support all children in the future.

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Inclusion Expected standard

Staff have established positive relationships with parents and carers. This encourages parents to be open and share important information. Staff know children well and encourage them to share their cultures, which are then reflected through activities and celebrations at the club. This supports children to feel valued and welcome. Leaders spend time monitoring activities to ensure they meet the needs of all children. They adapt activities in the moment to ensure that younger children benefit from a wide range of learning.

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Leadership and governance Expected standard

Leaders are passionate and have high aspirations and vision for the club. They are committed to evaluating the service they offer. Leaders use feedback from children and parents and carers to continuously improve. They understand the club's strengths and have plans to enhance it further. For example, there are plans to develop the outside area and enhance outdoor play-based learning through an ongoing project.

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Leadership and governance Expected standard

Leaders prioritise support for staff and ensure they receive regular professional development. Leaders identify that further training to support children with special educational needs and/or disabilities will remain a priority as the club grows. Staff highlight the positive support for their wellbeing and feel valued. Leaders plans to support more apprentices so they can share their knowledge and practice. Partnerships with parents are effective and communication remains a consistent strength. Parents comment how they feel well informed and supported by the attentive staff.

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Leadership and governance Expected standard

Leaders and staff work at the school during the day. This helps to maintain the close links and support children receive. Staff benefit from school in-house training and regular staff meetings. As a result, they can keep up to date with changes and make adaptions to their practice. Leaders prioritise children's safety and maintain effective links with the community and local authority to ensure the welfare of all children.

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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 are happy and settled in the club. Their transitions from school are calm and well organised. Children immediately join activities of their choosing and show high levels of engagement. Staff create an inviting environment that encourages children's independence and curiosity. Children engage in role-play activities as they pretend to look after babies and happily share resources with their peers. Staff extend children's knowledge of what they are learning at school. For example, they discuss and name bugs, following a current topic on minibeasts.

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Address:

Abbotsbury Primary School Children show excellent hygiene and practical life skills. They play outside every day and help to make healthy snacks. This supports their healthy choices, overall wellbeing and physical development. Staff are clear on their expectations for children, whose behaviour is excellent. Staff remind children of the rules in the club and for games they play together. Children receive consistent praise, which supports their positive attitudes. They discuss their wants and needs. Children use a range of emotion resources to help them to share their feelings.

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Address:

Children with special educational needs and/or disabilities are supported well. Staff work closely with professionals within the school to ensure any adaptions currently in place are continued during the club. Relationships between staff and children are extremely positive. For instance, they do not hesitate to cuddle children when they seek them out. Children have built firm friendships with their peers and play cooperatively with them. They share stories from their personal lives and the school day in a safe space. This supports children to feel safe, secure and settled in the environment.

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Next steps

Leaders should continue to strengthen staff professional development to enhance their knowledge and skills even further to support children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with directors, leaders, staff and the special educational needs coordinator 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. Abbotsbury Road Morden Surrey SM4 5JS Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 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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