Tree Tops OSC by Kids R Us

Tree Tops OSC by Kids R Us

Unique reference number (URN): 2766184 Address: Little Paxton Primary School, Gordon Road, Little Paxton, St. Neots, PE19 6NG Type: Childcare on non-domestic premises Registered with Ofsted: 29/10/2023 Registers: EYR, CCR, VCR Registered person: Kids R Us Out Of School Clubs Ltd

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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 established a calm, welcoming and well-organised environment, where expectations for behaviour are clear and consistently applied. Staff promote positive behaviours through simple, clear language, such as reminding children to walk while inside, which is understood and followed by all. As a result, children behave well, respond promptly to instructions and move safely around the setting. Relationships between staff and children are warm and trusting. Staff engage at children's level, offering meaningful interactions and praise that reinforces positive behaviour and language. For example, staff acknowledge children's ideas during play, which builds confidence and encourages participation.

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Behaviour, attitudes and establishing routines Strong standard

Children collaborate well, sharing resources, engaging in imaginative play and sustaining attention in activities of their choosing. The environment is purposeful and harmonious. Children demonstrate kindness, manners and respect towards one another. Staff model these behaviours effectively. Leaders prioritise attendance and punctuality, monitoring this closely and working proactively with families where needed. They also adapt approaches to meet individual needs, including working with external professionals. As a result, all children, including those with special educational needs and/or disabilities, are supported to engage positively, establish routines and develop secure attitudes to their learning and care.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing, creating a safe, welcoming environment, where children feel secure and valued. Care practices are highly responsive to children's individual needs, including those with special educational needs and/or disabilities and those facing additional barriers. Staff adapt routines thoughtfully, for example, by providing consistent one-to-one support for children who need help with toileting or emotional regulation, ensuring dignity and promoting confidence. Staff work closely with families to ensure care is consistent and tailored. Deep, trusting relationships are evident, with practitioners engaging warmly, listening to children's ideas and showing genuine interest in their experiences.

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Children's welfare and wellbeing Strong standard

Children develop a strong understanding of healthy lifestyles and independence. They follow well-established hygiene routines, such as washing hands and preparing their own breakfast with appropriate supervision. Staff promote good manners and positive interactions during mealtimes. Children learn about personal safety through meaningful experiences, particularly during woodland activities. They handle tools and natural materials carefully, learn how to manage risks, such as fire safely, and understand boundaries to keep themselves and others safe.

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Children's welfare and wellbeing Strong standard

Physical development is promoted very well through extensive outdoor opportunities, including team sports, climbing, scooting and woodland exploration. Children express and manage their emotions effectively, showing kindness, respect and positive relationships with their peers.

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Inclusion Strong standard

Leaders create a highly inclusive culture, where all children, including those with special educational needs and/or disabilities (SEND), from disadvantaged backgrounds and those known to children's social care, access the same opportunities. Leaders identify children's needs quickly and accurately and work closely with school staff and external professionals to assess and plan appropriate support. Staff implement thoughtful, individualised strategies, such as assigning a key adult to support toileting routines, ensuring children's dignity is maintained.

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Inclusion Strong standard

Leaders take effective action to reduce barriers to learning and wellbeing. They use funding, including early years pupil premium, strategically to provide additional staffing, one-to-one support and specialised resources. For example, sensory equipment supports children's emotional regulation. Staff support families to access the provision, strengthening continuity and consistency of care and learning.

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Inclusion Strong standard

Leaders monitor children's progress closely and review interventions regularly to ensure they have a positive impact. Staff are well trained and use targeted approaches effectively, working in partnership with families and professionals to adapt provision. As a result, children with SEND and those facing barriers to learning settle quickly, engage confidently in activities and show increasing independence, social skills and enjoyment in learning.

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Leadership and governance Strong standard

Leaders demonstrate a clear commitment to providing high-quality care and support for all children. They understand the setting's strengths and areas for development and speak with clarity about their plans to improve further. For example, they take thoughtful steps to enhance the use of outdoor spaces so children benefit more consistently from these opportunities.

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Leadership and governance Strong standard

Leaders make decisions in the best interests of children, including those with special educational needs and/or disabilities and those facing additional barriers. They are ambitious for all children and work proactively with families, including raising awareness of available funding to increase access to provision. Leaders build effective partnerships with parents and carers from the outset, gathering important information about children's needs and maintaining open communication. This supports continuity of care and smooth transitions between settings.

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Leadership and governance Strong standard

Leaders prioritise staff development and wellbeing. They provide training opportunities, including around keeping children safe online, which staff use to improve their practice. Leaders encourage staff to gain further qualifications, contributing to a knowledgeable and skilled team. They also promote awareness of keeping children safe beyond the setting, including supporting parents to understand online safety risks.

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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 arrive happy and confident, greeted in a warm and welcoming environment, where they feel safe and valued. They quickly become absorbed in the wide range of activities on offer, demonstrating high levels of engagement and enjoyment. The atmosphere is calm yet purposeful, with children playing, exploring and interacting positively with one another and staff.

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

Children develop secure social skills as they collaborate in games and activities, including board games played in teams and imaginative play. They show kindness, respect and

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Inspector:

Betty Ekberg cooperation, contributing to a harmonious environment. Staff consistently reinforce positive behaviour, and children respond by demonstrating exemplary behaviour. All children, including those with special educational needs and/or disabilities and those who face additional barriers, take part fully. Leaders and staff reduce barriers effectively so children build friendships and develop confidence. Children benefit from meaningful interactions, chatting with adults and sharing their ideas freely.

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Inspector:

Children enjoy a rich balance of indoor and outdoor experiences. They make full use of the extensive outdoor space, including woodland areas, sports pitches and tracks for ride-on toys. This supports their physical development and wellbeing. Healthy routines are well embedded. Children manage their personal hygiene with increasing independence and enjoy nutritious meals.

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Inspector:

Families play an important role in children's experiences. Staff value parents' contributions and keep them well informed through regular communication, helping children to feel secure and supported. Leaders promote the importance of regular attendance and work closely with families to maintain consistent routines.

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Inspector:

Children develop independence, follow routines confidently and leave the setting ready to engage positively in school life.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known or previously known to children's social care, and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children and reviewed feedback from 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.

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Address:

Little Paxton Primary School Gordon Road, Little Paxton St. Neots PE19 6NG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kids R Us Out Of School Clubs Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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