Shine at Westbury on Trym

Shine at Westbury on Trym

Unique reference number (URN): 2782113 Address: Westbury-On-Trym Church of England Academy, Channells Hill, Westbury-on-Trym, Bristol, BS9 3HZ Type: Childcare on non-domestic premises Registered with Ofsted: 22/02/2024 Registers: EYR, CCR, VCR Registered person: Shine Wraparound Care 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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Inclusion Strong standard

Leaders and staff are extremely proactive in identifying and supporting children with special educational needs and/or disabilities (SEND). They work closely with school staff and parents and carers to ensure effective support is in place and children can access all of the activities offered. For example, they meet termly with key staff and leaders from the host school to discuss children, including those with barriers to learning. Staff put interventions and comprehensive support plans in place.

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Inclusion Strong standard

When new children are starting at the school with known barriers or SEND, staff plan enhanced transitions. They ensure children have a care plan based on the knowledge of staff, specialists and parents. Inclusion is a constant collaboration between leaders, staff from the host school and parents. Staff are highly effective in reducing barriers posed to children so they thrive and enjoy their time in the club.

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Inclusion Strong standard

Leaders obtain additional funding from local authority teams for children to ensure that they are able to join the club and access all that is offered. For example, they fund one-to-one support for children who would not be able to attend without additional adult support. Leaders purchase special resources for children to adapt activities that they would otherwise struggle to access.

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Leadership and governance Strong standard

Staff receive regular training and professional development to enhance their practice. For example, they receive ongoing observations and feedback, in addition to termly professional supervision sessions and target setting. There is a culture of continuous professional development in place. Staff are highly ambitious in improving what they offer children. Leaders provide a bespoke and in-depth induction to ensure staff receive effective training and feel confident to do their role. Staff seek training to improve their skills and enjoy the

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Expected standard

fortnightly training sessions offered that covers a wide range of topics that have been selected by leaders based on areas for improvement across the clubs. Leaders have identified relevant areas that require improvements and already started to address and develop staff practice in these areas. These need further time and training to fully embed.

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Expected standard

Staff feel valued and listened to. They appreciate the 24-hour duty desk phone number they can call for any concerns and issues. Staff feel their wellbeing is supported by leaders. For instance, they take part in walks and relaxing activities on training days specifically included to promote their emotional health. Staff receive 'shout outs' when parents and carers pass on compliments about the staff or the positive impact of attending the club for their child. Staff complete regular feedback both in person and anonymously on how satisfied they are with their roles. Leaders use this to put changes in place so staff feel valued and supported.

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Expected standard

Leaders ensure staff are well informed about children and the expectations for their practice. They conduct daily meetings and provide clear guidance for staff on the children attending that day and any issues staff need to be aware of. This supports consistency across the team and means that all staff can support children as needed. Leaders respond to the comments from parents from daily discussions and annual questionnaires. For example, they include clubs that parents have asked for in the next term.

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Behaviour, attitudes and establishing routines Expected standard

Staff and leaders follow up on children's non-attendance at the setting. They remind parents and carers of the importance of children attending sessions they have booked so everyone knows where children are at the end of the school day. Children learn the rules and routines of the club. For instance, they know where to put their bags on arrival and the expectations for transitions through the sessions. Staff have high expectations of children.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children's behaviour through prompting children and telling them what they need to do. However, they do not ask children to think about what they should be doing for themselves. This does not further enhance children's ability to regulate their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Staff build positive relationships with children. They work with teachers from the host school and ensure that they adapt sessions to meet each child's needs. For example, children who are tired after a busy day and swimming sessions receive additional support and relaxation times. This constant communication and collaboration benefits children's confidence and sense of value. All staff at the club also work within the school and get to know children well. Children with special educational needs and/or disabilities are supported in the setting and adaptations are effective. They feel safe and secure and staff have a clear understand of how to meet their needs.

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Children's welfare and wellbeing Expected standard

Staff promote children's healthy eating through mealtimes. They offer suitable foods, such as fruits and toast, and limit foods like biscuits and cakes. Children learn how to make simple foods in the popular 'fun with food' club. They learn about what nutrients are in the ingredients and those which we need to have less often. Although the foods offered develop healthy habits, the organisation of snack times does not fully promote children's social interactions and understanding of positive manners. For instance, children sit silently in different places around the room eating and watching an age-appropriate film.

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Children's welfare and wellbeing Expected standard

An effective key-person system is in place for early years children who attend. Staff and staff from the school work closely together to support the emotional needs of the children who attend. They build children's skills to do things for themselves and gain responsibility. For example, older children buddy with younger children when they start to teach them about where to go and the routines. This builds younger children's confidence to do things for themselves. Older children thrive on the responsibility. This supports the development of relationships between the different ages and classes within the school.

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Children's welfare and wellbeing Expected standard

Staff build positive and caring relationships with children, which supports children's self- esteem. Children develop their physical health. They experience daily outside activities and sports at the club. Children enjoy learning sports skills in specific sessions, such as dodge ball where they run, balance and build an awareness of the space around them. They enjoy climbing and running around finding forest items in scavenger hunts outside at the 'nature 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 confidently and happy to start their play. They settle quickly and follow the routines, such as coming into the club and having a piece of food that they bring in from home. Staff offer children warm welcomes and ask about their day. Children benefit from the calm and highly organised environment. They know what to expect, which promotes their feelings of security. Children enjoy the range of experiences based on their individual needs and activity sessions they have chosen to attend, all of which are led enthusiastically by staff. Some children take part in arts and crafts that staff have specifically planned as children have asked for them. Other children have chosen cooking and forest school sessions. This offers children a wide range of choices each day that supports their focus, engagement and confidence to make choices for themselves. Children benefit from the mixed-aged activities. Younger children learn the expectations of the club. They enjoy the

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

attention older children give them, which helps to build their self-esteem. Older children learn to be positive examples and role models. They mirror the interactions and kindness that staff provide for them.

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

All children learn to cooperate with others. They manage the shared spaces appropriately, thinking of the needs of others, such as younger children. Children learn what is expected of them. For example, they learn the areas they are allowed to play in outside for the specific activity and where the 'boundary' ends. Children listen to staff's briefs at the start of activities and respect the rules set. Staff know children well and build highly positive relationships. They monitor children's attendance and work with the school if children do not arrive. Staff offer guidance and individual attention to show genuine care and emotional support. For instance, when children are upset, they take the time to speak to them one-on-one. Staff provide a private space where they can calm themselves and talk through their feelings. They pass on important messages and updates to parents and carers so they have a clear

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

idea about how their children's day has been.

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Address:

Westbury-On-Trym Church of England Academy Channells Hill, Westbury-on-Trym Bristol BS9 3HZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Shine Wraparound Care Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:35 - 08:55,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:55

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Next steps

Staff should review the organisation of snack times to extend children's social interactions and understanding of positive manners. Staff should support children to stop and think about the behaviours expected of them and understand the consequences of their actions, to further develop their ability to regulate their behaviour by themselves.

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About this inspection

The inspector spoke with leaders, staff and children during the inspection. The inspector viewed comments from parents.

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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. Local authority: Bristol City of

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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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