White House Redhill Primary School

White House Redhill Primary School

Unique reference number (URN): 2763616 Address: Redhill Primary School, The Ridings, Ockbrook, Derby, DE72 3SF Type: Childcare on non-domestic premises Registered with Ofsted: 23/11/2023 Registers: EYR, CCR, VCR Registered person: Whitehouse Day Nursery 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

Children demonstrate excellent behaviour and show a clear understanding of the club's high expectations and routines. This begins from the moment they are collected from school. Children wait patiently in a line as their friends collect their belongings from the classroom. On arrival at the club, children know where to store their coats and bags and immediately wash their hands without being asked and sit down for a snack. Staff form inspiring bonds with children from the outset, helping them to feel safe and secure. Children know that staff are always on hand to support them when needed and confidently ask for help.

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Behaviour, attitudes and establishing routines Strong standard

Children display extremely positive attitudes, showing high levels of concentration and enjoyment. Children play harmoniously together. They are polite, respectful, and considerate of others. Staff support children through highly effective buddy systems. They encourage older children to help and take care of younger children. Children consistently display these behaviours. At snack time, they ask children if they would like help spreading butter on their crackers as they see them struggling. Also, as children make fruit kebabs, they show consideration for others by passing the bowl to their friends. A kind, caring culture is consistently embedded at the club.

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Behaviour, attitudes and establishing routines Strong standard

Children's voices are well represented within the club as they express their ideas and take part in the weekly planning. Staff plan a thoughtful range of exciting experiences that reflect children's interests. The club promotes punctuality and good attendance. Clear procedures are in place to monitor attendance.

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Children's welfare and wellbeing Expected standard

Children show high levels of emotional wellbeing at the club. They are curious learners and confident communicators. Children report enjoying taking part in activities provided by staff, such as playing football outdoors and making Easter cakes. They clearly enjoy their time at the club and are comfortable moving around the environment and expressing themselves. Staff celebrate what makes children unique, helping them to flourish.

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Children's welfare and wellbeing Expected standard

Overall, children's physical development is supported well and children understand the rules and boundaries outdoor to keep them safe. They enjoy a range of healthy snacks at the club and express some of their favourite foods. Effective systems are in place to ensure that children are only offered food appropriate to their individual needs and dietary requirements. Snack times are positive and support children's social skills. Children talk about their day at school, and staff check in on how they are feeling, giving children the time to express their emotions. Staff consistently sit with children as they eat and engage in conversations. They have not yet considered using snack times to promote children's understanding of leading healthy lifestyles and the benefits of a healthy, balanced diet.

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Inclusion Expected standard

Staff take a sensitive approach to inclusion across the club. They effectively use welcome sessions to collate information from parents and children. They find out about children's needs and interests and use this information to help children settle into the club by planning activities they will enjoy. Staff create a weekly plan that involves children, ensuring that all voices are heard and that activities are linked to individual interests.

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Inclusion Expected standard

Where children with special educational needs and/or disabilities (SEND) require additional support to access activities and experiences, staff work in partnership with parents and carers. Staff make reasonable adjustments at the club, working together with teachers at the host school to ensure strategies are effective and offer children continuity and security. This joined-up approach helps children to settle and feel supported. All staff have recently updated their training to gain the knowledge and skills to support all children with SEND. This ensures they have the skills to identify children's needs, create individual plans, and review these regularly. Staff use their knowledge to shape children's experiences, offering an inclusive environment.

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Inclusion Expected standard

Staff thoughtfully include experiences that help all children understand meaningful religions and cultural events. For example, they plan enjoyable activities such as arts and crafts to help children experience different cultures.

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Leadership and governance Expected standard

Leaders understand the setting's strengths and take a reflective approach to improvement. They regularly evaluate practice and consider feedback from staff, parents, and carers. For example, they have acted on parents' feedback and changed how they share the week's plan so that parents and children are well informed with the activities on offer.

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Leadership and governance Expected standard

Staff complete regular training courses to support them in delivering the best care and activities for children possible. They are enthusiastic in their roles, and children clearly enjoy spending time with them. Staff state they feel supported by the leadership team and express that they enjoy working with the organisation.

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Leadership and governance Expected standard

Leaders consider staff wellbeing and workload when making decisions, which helps maintain a stable and committed team. They work closely with families and the host school to ensure that children's needs are met, including those who face additional barriers. This demonstrates leaders' commitment to providing safe, responsive, and inclusive care for all children.

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Leadership and governance Expected standard

Parents comment on the close partnership they have with the club and say their children are excitedly telling them about the activities they have completed or planned for the next day.

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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 club happy and quickly settle into the routine. They are confident and chatty as they are greeted warmly by nurturing staff who check in on their wellbeing. Staff carefully consider children's interests and individual personalities to ensure there are plenty of opportunities for them to choose and fully engage with. Quiet spaces are provided for children who need time to rest after school. Staff follow children's individual needs and use consistent strategies agreed with school teachers to ensure continuity of care. For example,

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About this setting

Unique reference number (URN): 2763616 staff use the same flashcards that children are already familiar with. All children feel comfortable, safe, and secure at the club and display a strong sense of belonging.

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About this setting

Staff are positive role models and join in children's play. Children concentrate as they create artwork with various materials and tools. They confidently ask for more resources to create unique artwork. Staff are supportive and praise children's creations. They show genuine interest in children's play and listen to their ideas as they spend time with wooden blocks, greenery, and animals. Staff celebrate children's ideas, offer plenty of praise, and share their creations with the group.

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About this setting

Rules and boundaries are consistently followed by all children. They are extremely kind and caring towards their friends. Children's personal, social, and emotional development is well supported, helping build their independence and self-esteem. For example, older children take on a buddy system and offer their help to younger children, being positive role models.

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About this setting

Children enjoy physical games outdoors. Staff are deployed effectively to support children as needed and keep them safe. Staff reinforces rules and boundaries when children use the school's play equipment. Children enjoy playing ball games with their friends. They show great stamina as they climb and swing on large equipment.

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Next steps

Leaders should support staff to strengthen the promotion of children leading healthy lifestyle and understanding the benefits.

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About this inspection

The inspector spoke with leaders, practitioners, children and 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:

Redhill Primary School, The Ridings Ockbrook Derby DE72 3SF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Whitehouse Day Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 03:30 - 06:00

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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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