FISH @ Ottery Primary School

FISH @ Ottery Primary School

Unique reference number (URN): 2770271 Address: Ottery St. Mary Primary School, Longdogs Lane, Ottery St. Mary, EX11 1HY Type: Childcare on non-domestic premises Registered with Ofsted: 22/12/2023 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

Staff have consistently high expectations for behaviour that all children meet well. The respect they staff show each other sets a great example. Children reflect this well and treat each other with care and consideration. The atmosphere is harmonious, social and productive. Staff promote kindness. They praise children regularly for sharing, thoughtfulness towards others and lovely manners. Children develop independence skills as they access the toilet, wash their hands and prepare their own snack, for instance. Attendance is well promoted. Thorough handovers between school and club staff help respectful relationships to thrive.

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Behaviour, attitudes and establishing routines Strong standard

Staff tailor interactions superbly to meet each child's interests, character and needs. Children who are eager to chat engage with staff, who are excited to converse. Children who need a quiet moment after their busy day, receive sensitive support. Staff's strategies for gaining children's attention are well embedded. Staff use a rhyme that children respond to very well. Children pause their play and look at the staff member who is speaking. Expectations are reinforced and positive behaviour is praised. Children respond well to instructions and follow requests quickly. They know to keep sand in the tray for everyone to play with and not to move the bubble machine to ensure indoor flooring remains dry and safe.

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Children's welfare and wellbeing Strong standard

Staff provide a rich range of activities that support collaborative and independent play. They construct quiet areas and provide more social spaces, so children can select according to their feelings or mood. This supports children's wellbeing and helps them manage their emotions. Staff create a happy, nurturing environment and prioritise all children's wellbeing. Their warmth and consideration of children's emotions helps all children's wellbeing to thrive. At the start of each session, staff reiterate key information such as ensuring all children know there is a member of staff they can talk to, where the toilets are, where they can access water to drink and what to do if they hear the fire alarm. This helps children to feel secure. Leaders have developed an effective key-person system for younger children, which helps them to feel safe.

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Children's welfare and wellbeing Strong standard

Staff use snack times to speak with children about healthy daily habits, such as drinking water regularly and eating a range of fruits and vegetables. Staff provide children with a wide range of physical activities, to help promote active lifestyles. Children enjoy playing football and hide-and-seek. Children relish learning new skills, such as axe throwing. Staff take time to speak with children about safety measures during these activities to help them understand how to stay safe. Children understand which lines they must stay behind and strategies for accurate throwing, for instance. Children of different ages encourage and praise each other's efforts as they take turns. Children beam with pride when they hear their friends clap and cheer.

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Inclusion Strong standard

All staff know each child exceedingly well. They know their interests, characters and needs and support these effectively. They use this knowledge to support children to transition smoothly into the club. Children are excited about activities linked to interests, such as favourite cartoon characters.

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Inclusion Strong standard

Parent partnerships are strong and promote consistency in care. Children with special educational needs and/or disabilities receive frequent interactions with staff that help their confidence, engagement in activities and friendships to blossom.

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Inclusion Strong standard

Staff receive training that is targeted to best support children's needs. For example, recent training focused on support strategies for children who are neurodiverse. Staff use new knowledge gained to further strengthen interactions and best support children's needs.

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Leadership and governance Strong standard

Leadership is very effective. Leaders are reflective and consistently liaise with staff about strengths of the setting and aspects they wish to further develop. Leaders support professional development, enabling staff to access courses to enhance their skills, for instance. Leaders provide time for staff to complete assignments. They are available to advise and engage in professional discussions that promote understanding and knowledge. Staff wellbeing is high. Staff praise leaders for their support and feel they are genuinely valued.

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Leadership and governance Strong standard

Leaders prioritise being compassionate and understanding, which is reflected in the secure bonds across the staff team. Communication with parents and carers is effective in supporting children's needs. Handovers are robust and ensure key information about children's school day and time at club is shared. Children who are disadvantaged, those with special educational needs and/or disabilities and those facing barriers, receive care, nurture and support that helps them to feel very happy and settled at the club.

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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 thoroughly enjoy their time at the club. They arrive excited and eager to see the activities and snacks of the day. Staff greet children warmly and all children show confidence and independence. They follow well-established routines, such as placing their school bag in the designated area, then washing hands and sitting swiftly for snack time. Snack time is a social, happy experience. Children enjoy selecting fruit, crackers and spread and discuss their school day with each other as they refuel, ready for play. All staff know children well. They support children to transition into the club in a way that meets individual needs. If a quiet, grounding activity is a positive start for children, staff facilitate this. If it is having a quick look at activities before snack, that is supported too. Staff are responsive to children's needs and children feel a real sense of belonging.

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

Children are kind and considerate. They care about the feelings of others and are eager to help their friends. For example, older children support younger ones to apply spread to their crackers. Staff support children's resilience and independence. They ensure children have opportunities to attempt things for themselves and to try to solve problems in their play before helping. For example, children try hard to cut lengths of ribbon for themselves when designing and decorating a vase. Children enjoy a rich range of activities, such as playing football, building dens and chasing bubbles. They enjoy taking part in crafts, such as painting. Activities are well targeted and match the interests of the children in attendance. Staff form secure bonds with children, who enjoy spending time with them. Staff have consistently high expectations of children's behaviour. Respectful relationships between all members of the club community help all children to thrive.

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Address:

Ottery St. Mary Primary School Longdogs Lane Ottery St. Mary EX11 1HY

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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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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 children with special educational needs and/or disabilities and those who may face other barriers to their learning.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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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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. 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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