Shine at Stoke Lodge

Shine at Stoke Lodge

Unique reference number (URN): 2761813 Address: Stoke Lodge Primary School, School Close, Patchway, BRISTOL, BS34 6DW Type: Childcare on non-domestic premises Registered with Ofsted: 14/11/2023 Registers: EYR, CCR, VCR Registered person: Shine Wraparound Care Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Strong standard

Leaders and staff demonstrate a strong commitment to inclusive practice. They have established effective links with school leaders, ensuring a shared approach to supporting children. Detailed internal documentation is used to identify and plan for children with special educational needs and/or disabilities. This information is clear and practical, enabling staff to make appropriate adaptations to the provision. Staff also access relevant training in special educational needs, which further enhances their knowledge and confidence, enabling them to fulfil their roles effectively and provide targeted support.

p.2

Inclusion Strong standard

Staff know the children remarkably well and build warm, trusting relationships. They gather useful information from both parents and the school, which helps them to understand children's individual needs, interests and backgrounds. Staff use this knowledge effectively to plan activities and remain flexible, adapting their approach as sessions progress to ensure that all children are fully included.

p.2

Inclusion Strong standard

Staff are skilled in supporting children to overcome barriers to learning through effective interactions and sensitive coaching. They use their knowledge of each child to provide timely support, encouragement and appropriate challenge. This helps children to develop confidence, build resilience and engage positively in activities.

p.2

Leadership and governance Strong standard

Leaders provide highly effective and purposeful direction, demonstrating a thorough and accurate understanding of the setting's strengths and areas for development. They carry out regular evaluation of practice and use this well to identify where staff require any further support. They take swift action to address any minor inconsistencies in staff practice as soon as they become aware of them. Leaders have a clear vision for the provision, which is shared with staff and underpins ongoing improvements. They have established very effective systems for gathering and using information about children, including those with special educational needs and/or disabilities, those known to social care and looked-after children. This ensures that staff are well informed and able to respond appropriately to any barriers to learning. Robust and effective policies and procedures are in place and are implemented consistently. This supports the safe and smooth running of the provision.

p.2

Leadership and governance Strong standard

Leaders prioritise staff development. They provide regular and highly effective training opportunities, including access to specialist support through the central team and external partners. This helps to enhance staff knowledge and practice. Leaders recognise the needs of their team and offer appropriate support, creating a positive working environment where staff feel valued and confident in their roles. They ensure that workloads are manageable and well organised, helping staff to carry out their roles effectively. Staff benefit from the support provided from the central team and external agencies, which contributes very positively to their wellbeing and professional development.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to learning and engage well in the wide range of activities on offer. Behaviour is good overall and is supported effectively by attentive and consistent staff. Staff build positive relationships with children, helping them to take turns, share resources and interact cooperatively with others. They know the children well and use this knowledge to anticipate their needs and respond promptly, maintaining a calm and purposeful environment.

p.3

Behaviour, attitudes and establishing routines Expected standard

Clear routines are well established and understood by children. These provide a secure structure to sessions and support children to manage transitions confidently. Staff ensure that children with special educational needs and/or disabilities receive appropriate adaptations, enabling them to follow routines successfully and participate fully in the provision.

p.3

Behaviour, attitudes and establishing routines Expected standard

Any minor instances of low-level unwanted behaviour are generally managed effectively. Staff use calm, consistent strategies to minimise disruption and support children to re- engage positively. However, on occasion, staff do not consistently organise snack routines efficiently, which can lead to unnecessary waiting times. This impacts children's engagement and contributes to minor disruption.

p.3

Behaviour, attitudes and establishing routines Expected standard

Leaders promote good attendance and punctuality through a flexible approach that meets the needs of families. They follow up absences promptly and implement clear procedures to help ensure children's safety and wellbeing.

p.3

Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported effectively within a safe and nurturing environment. Staff build secure attachments with children and know them well as individuals. This enables them to respond sensitively to children's emotional needs, offering reassurance and support where needed. Staff establish routines, and children confidently access the available facilities, including toilets and the kitchen area, demonstrating independence in managing their personal needs. Staff promote effective hygiene practices, ensuring that children wash their hands regularly and take responsibility for their personal belongings.

p.3

Children's welfare and wellbeing Expected standard

Staff provide a wide range of opportunities for children to develop their physical health through active play, both indoors and outdoors. Children benefit from regular opportunities to be active, helping to support their overall health and wellbeing.

p.3

Children's welfare and wellbeing Expected standard

Appropriate measures are in place to support children's health, particularly during warm weather. For example, sun cream is readily available, and staff ensure that children take breaks from outdoor play to come inside for drinks and rest. This helps to keep children safe and comfortable throughout the session. Snack arrangements are generally managed appropriately. Food is stored and prepared in a safe and hygienic manner, supporting children's health and wellbeing. Staff supervise snack times effectively, promoting positive social interaction. However, on occasions, there are minor inconsistencies in the arrangements for providing snacks and drinks promptly in order to help promote healthy habits and ensure that children remain well hydrated throughout their time at the club.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

From the moment children arrive, they join in confidently and with enthusiasm. They are greeted by friendly, familiar staff who build secure and trusting relationships with them. Staff

p.4

Inspector:

Amanda Picken know the children well. They understand their individual needs, interests and personalities, and carefully plan activities to ensure that everyone feels included and supported.

p.5

Inspector:

There is always something fun to do, with a wide variety of resources available. Inside, children can choose from games, drawing materials and books, allowing them to relax or be creative. Staff often join in with activities, such as playing card games, where they model how to play, clearly explain the rules and celebrate children's achievements with praise and encouragement. This helps children to feel confident and proud of their progress. Outside, the environment is just as engaging. Children can enjoy a climbing area, take part in energetic ball games, or spend time in a quieter space designed for larger mark-making and calm play. This balance allows children to choose activities that suit their mood and energy levels.

p.5

Inspector:

Throughout the setting, staff are always nearby and ready to offer support, encouragement and gentle coaching when needed. The provision is fully inclusive, with activities adapted so that every child can take part and succeed. Flexible timings also help meet the needs of both children and parents, making the setting convenient and supportive for families. Overall, children feel happy, safe and secure, enjoying a nurturing environment where they can play, learn and build positive relationships.

p.5

Next steps

Leaders should ensure that all staff across the provision are effectively supported to consistently follow established arrangements for making water readily available to children. Leaders should ensure that all staff working in the provision receive consistent guidance and support to organise snack time effectively, in order to sustain children's engagement and minimise low-level disruption.

p.5

About this inspection

The inspector spoke with the manager, staff and children during the inspection.

p.5

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.

p.5

Address:

Stoke Lodge Primary School, School Close Patchway BRISTOL BS34 6DW

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Shine Wraparound Care Limited

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

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

p.7