High Flyers Oxford Limited

High Flyers Oxford Limited

Unique reference number (URN): 2752142 Address: Woodfarm Primary School, Titup Hall Drive, Headington, Oxford, OX3 8QQ Type: Childcare on non-domestic premises Registered with Ofsted: 12/09/2023 Registers: EYR, CCR, VCR Registered person: High Flyers Oxford Limited

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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 maintain high expectations for children and consistently reinforce positive behaviour. They regularly acknowledge and praise children for following the rules and making positive choices. Staff actively promote turn-taking and sharing among children. Consequently, all children follow routines consistently and demonstrate positive attitudes towards one another and their environment. Children take part in group ball games outside, along with other activities aimed at encouraging positive behaviour and friendly cooperation. Children encourage and cheer on their friends when they play.

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Behaviour, attitudes and establishing routines Strong standard

Children have high levels of concentration during activities. This allows all children to engage effectively in their play. For example, children make clay pots together, following the instructions that staff give. They praise their friends as they create and help each other to mould the pot shape and add detail to their creations.

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Behaviour, attitudes and establishing routines Strong standard

Staff and children build very positive relationships and understand each other well. Children feel comfortable asking staff for help and regularly participate in daily routines. For example, after meals, children help to clean up by bringing their plates to staff and saying 'thank you'. The club works closely with the school staff and maintains accurate records of children's attendance.

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Children's welfare and wellbeing Strong standard

Staff consistently encourage children to be independent and learn about healthy living. Children receive support to make healthy choices at mealtimes and follow good personal hygiene practices. Staff build highly effective and trusting relationships with children and give them opportunities to make their own choices. This involves discussing activities and using questionnaires with parents and carers to help gather children's likes and dislikes. As a result, children feel motivated to join in with a wide range of experiences.

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Children's welfare and wellbeing Strong standard

Children show confidence as they follow daily routines. They take responsibility for their self- care by serving their own food and disposing of leftovers. Children wash their hands and put on coats and shoes independently. They actively contribute to the provision. For example, children learn and discuss indoor and playground safety rules. This helps children to remember how to stay safe and fosters a high sense of responsibility and wellbeing.

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Children's welfare and wellbeing Strong standard

Children actively develop their ability to recognise, articulate and manage their emotions, which supports their emotional wellbeing. At the start of each session, staff facilitate a group discussion focused on feelings, enabling children to reflect and move beyond any earlier challenges encountered during the school day.

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Children's welfare and wellbeing Strong standard

Leaders and staff demonstrate a thorough understanding of the children within the setting, achieved through a robust onboarding process and ongoing dialogue with both parents and the school. Staff actively engage with teachers at the end of each school day, enabling them to respond promptly and effectively to the evolving needs of children and their families. Partnerships with parents and the school are highly effective.

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Inclusion Strong standard

Leaders and staff actively promote an inclusive environment. They prioritise building deep relationships with children and families prior to children's enrolment. Staff do this through a comprehensive onboarding process and thoughtfully adapting the environment to meet children's individual needs. For example, they provide resources, such as a sensory tent, quiet spaces and mathematics games for children with specific interests. Monitoring systems are robust. Leaders regularly review procedures and documentation to maintain consistency and ensure timely responses to children's needs. They use information to enhance opportunities and provide additional support where necessary.

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Inclusion Strong standard

Leaders work closely with parents and carers and school staff to gain a thorough understanding of children's needs. Daily conversations between teachers during handover times and with parents at the end of sessions help staff to keep this knowledge up to date. Staff make adjustments so that all children, including those with special educational needs and/or disabilities, can participate fully in activities. Leaders support staff to use developmental records for each child, which are shared with parents.

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Inclusion Strong standard

Staff apply their training to support children's mental health. This allows them to respond sensitively to each child's individual needs and promote children's emotional wellbeing to a high standard. They actively seek opportunities to understand and address the needs of children, ensuring their safety and welfare. Consequently, staff remove barriers to children's participation effectively. This enables every child to fully participate.

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Leadership and governance Strong standard

Staff receive excellent support through regular supervision sessions with leaders. Leaders ensure that workloads are manageable for staff and are attentive to the long hours staff may work. There are frequent opportunities for staff to participate in training and share their suggestions. Leaders have a clear understanding of the day-to-day operations and strive to make a positive impact on the quality of the provision.

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Leadership and governance Strong standard

Leaders maintain consistent and constructive engagement with parents and carers, professionals and the school to complement a high educational foundation for children. They ensure that children receive appropriate support throughout their time in the after-school club. Staff appreciate the ongoing involvement and direction provided by leaders, which guarantees that support remains readily available.

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Leadership and governance Strong standard

Leaders demonstrate a comprehensive understanding of the setting's distinctive context, acknowledging its strengths and areas identified for ongoing development. They establish ambitious expectations for the children and systematically implement strategies to facilitate progress. The provider provides overarching governance of the after-school club, offering active support and constructive feedback to leaders to drive continual improvement.

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Leadership and governance Strong standard

Leaders actively seek feedback from staff, children and families to enhance the care and wellbeing of all children. Staff participate in targeted training that balances their professional needs with the best interests of the children. Providing learning opportunities, including training on inclusion and support for children facing barriers to learning, directly improves the quality of provision and boosts staff confidence.

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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 at the after-school club happy and settle in quickly. They are welcomed by approachable and friendly staff. Staff actively engage with children, encouraging them to pursue their interests and participate in available activities, all while maintaining a safe environment. Staff ask about each child's day, showing their dedication to making every child feel comfortable and welcome. They offer a broad selection of activities, with input from the children. This ensures that staff tailor the options for activities to children's individual interests and developmental needs. This approach keeps children engaged and deeply involved in activities.

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

Children behave extremely well. Sessions begin by focusing on children's wellbeing and checking in on how they are feeling. Staff follow this with reminders of the club rules, setting high expectations for all children. Children understand the established routines well and smoothly follow them. When it is time for snack, children naturally line up to wash their hands and confidently select from an assortment of healthy fruits on offer.

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

Staff value and nurture children's uniqueness. This helps children to thrive through the deep bonds they share with staff. Staff and leaders have a thorough understanding of each child and offer activities tailored to their interests.

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

Staff encourage children to be independent throughout the session. They follow routines that support their independence, such as putting their belongings away when they arrive and helping to tidy up the room before mealtimes. Leaders develop an excellent understanding of the children in their care. Leaders gather comprehensive information about children from parents and the school prior to them starting at the club. This helps them to understand each child's needs and interests and make suitable adaptations to prevent barriers to children's participation and play.

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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 and the special educational needs and/or disabilities 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.

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Address:

Woodfarm Primary School Titup Hall Drive, Headington Oxford OX3 8QQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: High Flyers Oxford Limited

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Address:

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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