FISH

FISH

Unique reference number (URN): EY453881 Address: St Martin's Primary School, Young Hayes, Cranbrook, NEW EXETER, EX5 2DY Type: Childcare on non-domestic premises Registered with Ofsted: 25/09/2012 Registers: EYR, CCR, VCR Registered person: Fun in School Holidays (FISH) Partnership

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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

Leaders have created a warm and positive environment. Children demonstrate kindness and respect for others, showing the impact of the setting's focus on nurturing positive relationships and building self-confidence. Staff take every opportunity to praise children for both their effort and achievement. This helps children to be resilient and motivated to participate. Expectations for behaviour are consistently high and staff model positive interactions and encourage turn-taking and cooperative play. For example, when children are excited and getting ready to go on the bouncy castle, they tell staff the rules and then apply them. This means all children can safely enjoy and engage in highly motivating activities. Leaders implement highly effective routines that are tailored to the different ages of children. Staff embed these routines so well that children transition smoothly through the day, creating a consistently calm and purposeful atmosphere.

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Behaviour, attitudes and establishing routines Strong standard

Staff interactions are playful, calm and respectful, providing excellent role models for children. This means children develop meaningful friendships with their peers swiftly. They use each other's names and share resources appropriately. Children demonstrate a culture of kindness and mutual respect. The older children are quick to notice when younger children need help; for example, when using the climbing equipment on a visit to the local playpark.

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Behaviour, attitudes and establishing routines Strong standard

Leaders take a strategic approach to attendance, working closely with parents and schools to monitor absences and promote the importance of punctuality. Leaders anticipate potential barriers before children start and adapt routines responsively. This means that all children, including those that face barriers to their learning, settle quickly, attend regularly and enjoy their time at the setting.

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Children's welfare and wellbeing Expected standard

Leaders have changed the way the club is organised so that all children's care needs are met. Younger children now spend most of their time in an environment designed to meet both their learning and care needs. Leaders have strengthened the key-person system by ensuring there is a higher level of staff consistency for all children. As a result of this, children build secure and responsive relationships with staff, giving them the emotional security they need to flourish.

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Children's welfare and wellbeing Expected standard

Staff are particularly skilled at noticing and supporting children that are new to the setting. They act swiftly to help them relax, engage and make friendships with other children. For example, even children on their first day, who might be initially reluctant to leave an adult, are happily making new friends independently by lunchtime. Leaders and staff promote healthy choices through everyday routines. For example, at snack time staff ask children to choose a healthy snack from their lunch box. This leads to discussions and staff help children to make an appropriate selection. However, staff do not always use these routines to promote social skills as well as they could. Furthermore, children participate in regular cooking activities that also helps them to learn about food. For example, they enthusiastically roll and flatten dough for pizzas before adding a range of toppings. Although children thoroughly enjoy this activity, staff do not always take the

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Children's welfare and wellbeing Expected standard

opportunity to further teach them about making healthy food choices. Hygiene routines are well organised to meet children's needs and promote independence.

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Inclusion Expected standard

Leaders create a culture where children's individuality is recognised and celebrated. Before children join, leaders collect information from families, education providers and other relevant professionals, such as social workers. They use this information to build a picture of a child's strengths, needs and challenges. Leaders and staff then plan and adapt activities and resources so that children typically take part and succeed alongside their peers. For example, staff use the same language and strategies that successfully support the children in their main educational setting. This means that children experience continuity in their care, which helps them to thrive and enjoy the wide range of experiences on offer.

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Inclusion Expected standard

Leaders work closely with parents, carers, school staff and external professionals to assess and review approaches for individual children. Leaders know who is entitled to pupil premium and early years pupil premium funding and take thoughtful action to reduce barriers for these families. They understand how important regular attendance is for these children. For example, adapting drop of and pick up arrangements to ensure children can attend the provision.

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Inclusion Expected standard

Leaders monitor children's wellbeing closely and adjust provision when needed. They ensure staff access tailored training that strengthens their knowledge and expertise. As a result, children with barriers to their learning, such as special educational needs and/or disabilities, fully enjoy their time at this setting.

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Leadership and governance Expected standard

Leaders are committed to providing a high-quality service and have established an ethos of mutual respect shared by the staff team. They maintain effective, collaborative links with schools to ensure important information is shared to support children's welfare. This means all children, including those who are disadvantaged or have special educational needs and/or disabilities, enjoy and succeed at this club. Leaders typically have an accurate assessment of the setting's strengths and areas for development. They have taken effective action to address the weaknesses identified at the previous inspection. This has had an overwhelmingly positive impact on the quality of the day-to-day experiences of all children and particularly the younger children.

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Leadership and governance Expected standard

Leaders are committed to helping children make healthy choices, not only with food but also in relationship to lifestyles and friendships. However, this approach is not yet embedded as opportunities to deepen children's understanding about healthy food choices are not always fully explored. Leaders have systems in place for staff wellbeing and staff comment positively about working in the setting. They are actively encouraged to engage in professional development opportunities that both link to their interests and the needs of children. The leadership team play an active role in supporting both the manager and staff, facilitating supervision and mentoring.

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Leadership and governance Expected standard

Communication with parents is effective and parents comment positively about the club and the experiences of their 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 thrive in this vibrant club. Staff create an engaging environment that encourages children to play and explore. Children arrive with a buzz of enthusiasm and confidence as they quickly settle into their chosen activities. Familiar, embedded routines further support this engagement.

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

Children are highly motivated and enjoy their time at the club. They engage in a diverse range of activities that are designed to complement their educational learning and development. For example, older children take part in circus skills workshops while younger children have the opportunity to safely explore reptiles and small mammals. These activities are led by external professionals. Children also benefit from daily visits to the adjacent local park. This means that children continue to develop and consolidate their listening and attention skills, expand their vocabulary, improve their physical skills and increase their knowledge and understanding of the wider world.

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

Children quickly develop a sense of belonging at this club, they feel safe and enjoy warm trusting relationships. This is because staff know children well and provide sensitive tailored care that reduces barriers to wellbeing. This is effective for all children, including those with special educational needs and/or disabilities and those known or previously known to social care, who receive the targeted support they need to succeed alongside their peers. These experiences successfully contribute to building the social skills and independence children need to be ready for their next steps in education.

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Next steps

Leaders should review and strengthen the planning of cooking activities to ensure that staff understand and maximise the opportunities for children to learn about making healthy food choices. Leaders should continue to reflect and review routines for snack time and lunchtime for the younger children so that opportunities to develop children's social skills are embedded.

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About this inspection

The inspector spoke with leaders, staff, parents and carers 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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Address:

St Martin's Primary School Young Hayes, Cranbrook NEW EXETER EX5 2DY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Fun in School Holidays (FISH) Partnership

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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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