Wraparound @ Lady Seaward's

Wraparound @ Lady Seaward's

Unique reference number (URN): 2775365 Address: Lady Seawards C of E Primary School, Clyst St. George, EXETER, EX3 0RE Type: Childcare on non-domestic premises Registered with Ofsted: 02/02/2024 Registers: EYR, CCR, VCR Registered person: Steer Sports and Education 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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Leadership and governance Strong standard

Leaders oversee effective management of the club. They organise staffing, supervision and routines to best support children's safety and wellbeing. Leaders support staff to promote positive behaviours consistently and embed routines that support activities to run smoothly. Leaders monitor attendance and ratios closely. They respond quickly when issues arise and are swift to support staff. Leaders have a robust cycle of supervision that ensure staff consistently provide high-quality care.

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Leadership and governance Strong standard

Staff know every child well. They know their interests, characters and needs and continuously meet them. For example, staff know children who are eager to play immediately on arrival and those that like time to settle quietly for a while before playing. Leaders provide training tailored to each member of staff. This helps staff to best support children they work with to thrive. For example, staff recently completed a course on best supporting children with special educational needs and/or disabilities (SEND). This helps them recognise the importance of providing clear, simple instruction. This best supports all children, including those with SEND.

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Leadership and governance Strong standard

Parent partnerships are strong and promote consistency in care. Parents value the provision. They speak highly of staff and feel staff know their children well. Parents appreciate the wide range of activities children can enjoy. Children arrive home recounting how much fun they have had at the club.

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Leadership and governance Strong standard

Staff wellbeing is high. Staff feel leaders support them well and value their hard work and expertise.

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Behaviour, attitudes and establishing routines Expected standard

Children thoroughly enjoy attending. Children behave well. Staff have high expectations of behaviour and are kind, caring and inclusive in their interactions with children. Routines are well embedded and there is a happy, relaxed atmosphere.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models for children and children clearly feel happy and safe in their care. Staff consider children's age and stage of development and modify games and activities to best support participation for all children. For example, during an outdoor activity, staff ensure that the rules and expectations are clearly explained. Children excitedly involve staff in their games. For example, they ask staff to play a game of hide and seek. Children thoroughly enjoy taking turns counting and hiding. They squeal with excitement as they find staff crouched and hidden behind a bench.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally support children well to get along with each other. However, on occasions they intervene and solve problems for children when they are in the process of negotiating and reaching an agreement with friends. This prevents children from agreeing solutions themselves, such as who is going to count first for their game of hide and seek.

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Behaviour, attitudes and establishing routines Expected standard

Staff are swift to register children on arrival so attendance can be verified, and all children accounted for.

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Children's welfare and wellbeing Expected standard

Leaders have a robust handover process that ensures important information about the children's school day is gathered from school staff and then shared with parents. Staff know children well and have built warm, caring relationships with them. Staff are swift to praise children's positive behaviour, and this further promotes children's high standards of behaviour. Typically, staff help children to develop a secure sense of wellbeing. On occasion, however, staff do not give children the time to finish explaining their feelings before offering support.

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Children's welfare and wellbeing Expected standard

At snack time, children sit together and chat happily. Staff supervise them well and promote safety at mealtimes as they remind children to remain seated as they eat. Staff promote the importance of daily healthy habits, such as drinking water regularly. They tell children that if they are feeling thirsty, that is their body telling them they have not drunk enough water in the day.

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Children's welfare and wellbeing Expected standard

Staff meet the needs of all children well. They provide effective support for children with special educational needs and/or disabilities and create an inclusive, supportive environment, where children clearly feel happy and safe.

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Inclusion Expected standard

Staff show knowledge of each child's needs and adapt their interactions accordingly. Staff are inclusive and ensure they provide all children with clear instruction so they understand activities and can fully participate.

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Inclusion Expected standard

Parent partnerships are effective in best supporting children. Children with special educational needs and/or disabilities or other barriers to learning receive frequent interactions with staff that help their confidence and engagement in activities to thrive.

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Inclusion Expected standard

Staff know children well. This helps promote children's sense of belonging at the club. Staff receive training that is targeted to support children's needs. For example, recent staff training focused on support strategies to support children's needs and promote engagement of all. Staff use new knowledge gained to best support children's individual needs.

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Inclusion Expected standard

Leaders and staff work closely with the on-site school and this promotes consistency in care for children who attend 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 arrive full of excitement. Staff greet them with enthusiasm and ask about their school day. Children feel welcome and valued. Children know routines well. They store coats and bags independently and settle quickly. Children show confidence as they chat with each other and plan what they would like to play. Children select to use gymnastics equipment and take turns jumping from the box to the gym mat. Relationships between children are positive. They treat each other with respect. They show kindness and care towards their friends as they praise each other's efforts. Older children help younger children

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Address:

Lady Seawards C of E Primary School Clyst St. George to engage with the activity as they demonstrate where to stand before jumping. Children say, 'Look, my toes are just on the edge.' Younger children show real focus as they follow direction, and such delight as they land on the mat, clapping their hands with joy.

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Address:

Children, including those with special educational needs and/or disabilities, choose from a range of sports activities that reflect their interests. Staff know children well and plan sessions that excite and engage. Children cooperate well with each other, sharing and taking turns with minimal support.

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Address:

Children have warm and trusting relationships with staff. Staff create a safe space, where children feel safe to discuss worries. They chat happily about their home lives and share their thoughts, ideas and feelings with confidence. Children thrive at this calm and friendly setting. They clearly feel safe and secure and enjoy attending.

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Next steps

Leaders should consistently provide children with time to solve problems in their play and develop skills to work collaboratively. Leaders should extend children's opportunity to share fully their ideas, wishes and feelings.

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About this inspection

The inspector spoke with leaders, staff, 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. EXETER EX3 0RE Type: Childcare on non-domestic premises

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About this inspection

Registered person: Steer Sports and Education Limited

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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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