Little oaks Sandgate OOSC

Little oaks Sandgate OOSC

Unique reference number (URN): 2765518 Address: Sandgate Primary School, Coolinge Lane, Folkestone, CT20 3QU Type: Childcare on non-domestic premises Registered with Ofsted: 07/12/2023 Registers: EYR, CCR, VCR Registered person: Little Oaks Early Years 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 Expected standard

Leaders and staff create a well-managed and secure environment. They have clear procedures and routines that positively support children as soon as they start. Children behave very well at the after-school club. Staff have age-appropriate expectations for their behaviour. Children know the rules and adhere to the boundaries that are set by the staff. For example, when children would like to access a larger area to play ball games, they ask a member of staff first. They know that they must be always supervised to keep safe.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models. They use and expect children to say please and thank you. Children explain that they must be kind to each other and that they must not be rude to adults. Staff plan routines so that children have time to make new friends and socialise together. They balance this well with making sure that children have fun after a busy day at school.

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Children's welfare and wellbeing Expected standard

Staff have a clear understanding of how to support children of different ages and with different needs in the mixed group that they care for. They offer a wide range of activities to meet children's interests and needs. For example, staff set up a cricket match outside that older children enjoy, while younger children build a marble run together. Some children relax with sensory play activities, such as play dough and sand. Staff set up a cosy area with books for when children would like to relax after a long day at school. This space is a calm area for children to sit if they need help to regulate their behaviour.

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Children's welfare and wellbeing Expected standard

Children have the opportunity to be physically active during every session. They play outside and visit the forest school area. Mealtimes are enjoyable occasions, where all children sit together and socialise, as they have a light tea. Staff offer some healthy foods, such as fruit and vegetables, and take allergies into consideration. However, many children choose the unhealthy options that are on offer. Staff and leaders recognise that this is an area they can improve on, so that children consistently eat healthy and nutritious food and understand why this is important.

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Inclusion Expected standard

All staff at the after-school club have experience of how to support children with special educational needs and/or disabilities (SEND). Leaders and staff know children well. They assess and identify barriers to learning and wellbeing children may have. They are mindful that some children need support so that they can fully involve themselves with the activities on offer. Staff are responsive to their needs. They adapt the routines, when children need more support. For example, staff collect children from their teachers if they need help with the transition between the classroom and the after-school club. They liaise with parents and suggest children bring a favourite toy to use during the session. This helps children to feel calm and settle quickly. Leaders adopt an inclusive approach to meet children's needs. For example, staff know what children with SEND enjoy. Some children have support plans in place so that staff

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Inclusion Expected standard

know about their needs. However, at times staff are unsure of any specific strategies that are being used by parents and teachers. This means that there is not always a coordinated approach to provide children with consistency in their care.

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Leadership and governance Expected standard

The friendly staff are passionate about working at the after-school club. They plan each session during staff meetings, to discuss which resources to get out that day, for instance. They share any specific requests that children have made. Leaders consult with children at the beginning of each term to ask them what they would like to do in their sessions. This helps them provide activities that engage and excite the children. For example, a pizza making session was planned and carried out after discussions with children.

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Leadership and governance Expected standard

Children enjoy attending the after-school club because they like playing with their friends, they say. Relationships with parents and carers are positive. They describe staff as 'friendly' and appreciate the communication they receive as they collect their children. However, relationships with staff at the host school are not fully embedded to help club staff understand the support children receive in class, so that they can adopt consistent strategies at the club.

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Leadership and governance Expected standard

Leaders are reflective and receptive to feedback. For example, they explore how to offer healthier food options following discussions. They aim to support staff to strive for high standards. Leaders review workloads and prioritise staff's wellbeing. Staff feel that supervisions are supportive and focus on their professional development. All staff have undertaken training on how to support boys, in particular, in the outdoor environment. This has enhanced staff's knowledge and understanding about the benefits of physical play. They offer children plenty of sport and ball games each session. Staff are happy, which helps to provide children with a supportive environment.

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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, excited and full of confidence. They greet the friendly staff team as they wait for their friends to arrive. Staff have built positive relationships with parents and carers. Staff use information gathered from parents to begin to build relationships as soon as children start. This helps children to settle quickly and confidently into the club. Relationships between staff and children are warm and caring.

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

Each session starts with group time. This allows children to come together to welcome their friends and staff. They choose what topic to discuss and take time to have meaningful conversations. For example, children share what they did with their families over the school holidays. Everyone listens carefully and children show each other respect. They bring things in to show their friends, such as trophies that they have won. Staff take photos to add to their display board. Each child has drawn a self-portrait to display along with their artwork. This helps children to feel a sense of belonging at the after-school club.

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

Children choose from a wide range of activities that staff set up, both indoors and outdoors. They can access a well-equipped playground and forest school area. Children are confident to request what they would like to do and play with. Staff are responsive to their needs. For example, when children ask for the table football, staff get this out of the store cupboard. Children laugh with delight as they play their favourite game with their friends. Mealtimes are social occasions, where children sit and enjoy time together. They engage with staff, who support their play ideas and encourage children to follow the setting's rules and routines.

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Address:

Sandgate Primary School Coolinge Lane Folkestone CT20 3QU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Oaks Early Years Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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Next steps

Leaders should strengthen arrangements to gather more information from professionals involved with children, so that there is a consistent approach to meeting children's individual needs. Leaders should review and adapt menus to provide healthy and nutritious options at mealtimes, so that children can make and understand healthier food choices.

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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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