The Lime Trees at Leamington Primary and Nursery Academy

Nursery Academy

Unique reference number (URN): 2775136 Address: Leamington Primary & Nursery Academy, Clare Road, Sutton-in-ashfield, NG17 5BB Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2024 Registers: EYR, CCR, VCR Registered person: The Lime Trees Group CIC

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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

Children thrive in this inclusive and nurturing environment. Leaders and staff support both the children and their families, and they actively address each child's unique needs right from the start. They work with parents and provide settling-in sessions where required, so children feel comfortable and confident in the club. Leaders create tailored plans that clearly identify children's needs. They include the views of their parents and other people involved in their care. This inclusive approach helps to ensure that children with special educational needs and/or disabilities, as well as those who face other barriers can confidently access the club.

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Inclusion Strong standard

Leaders and staff maintain excellent relationships with the school, collaborating closely with class teachers and the school's special educational needs coordinator to ensure that strategies and methods are aligned. Reasonable adjustments are in place to allow children to enter the club early with their familiar adult, providing a calm and quiet environment. Leaders and staff make sure that children have the necessary resources in the club to meet the individual needs of all who attend. For example, the staff receive training on how to cater to the diverse needs of children. Resources such as bubble machines, wobble chairs and sensory lights provide children with the space and time they require to feel safe and secure.

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Behaviour, attitudes and establishing routines Expected standard

Behaviour and routines within the setting are typically well established. Staff implement clear routines and maintain high expectations that support children's positive behaviour effectively. For example, once children are settled, they come together as a group to recap the behavioural expectations and rules. Children are clear about what is expected and offer examples, such as telling a member of staff if they want to go to the toilet and sharing the resources.

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Behaviour, attitudes and establishing routines Expected standard

Staff are good role models for children. They teach children to be well mannered, respectful and polite. Children benefit from a warm and positive environment where they develop strong relationships and positive interactions with their peers and staff. Older children demonstrate kindness and consideration towards younger children, readily including them in a range of activities and play experiences.

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Behaviour, attitudes and establishing routines Expected standard

Children show that they enjoy the activities that staff offer. Older children particularly enjoy the craft materials and show sustained concentration at what they set out to do. However, at times, staff do not recognise when some activities for younger children are overly challenging. As such, children become frustrated and leave the activity which impacts their motivation and positive attitudes towards learning. Leaders have robust systems in place to monitor children's daily attendance at the club. They follow the procedures in place to promote regular attendance. This helps to ensure the children's ongoing safety and wellbeing.

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Children's welfare and wellbeing Expected standard

Children thoroughly enjoy attending the club. They quickly engage in conversations with staff demonstrating that they feel safe and secure. Staff offer a range of physical activities throughout the day. Children have opportunities to learn new skills, such as playing tennis and football. Older children are excited to take part in challenges such as rolling hoops and running in and out of cones. They show a sense of pride when they achieve a goal.

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Children's welfare and wellbeing Expected standard

Staff help children to remember to wash their hands before mealtimes and explain why this is important. Mealtimes are well organised and provide a social occasion for children. For example, staff provide 'conversation starter' questions children can choose to encourage discussion. Children confidently chat away about their day and learn more about what their friends like doing. Staff are vigilant and remind children about food safety and the importance of sitting down to eat. Furthermore, staff use mealtimes to talk with children about the benefits of healthy eating.

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Children's welfare and wellbeing Expected standard

Children benefit from a safe and secure environment and build positive relationships with staff. Younger children have a dedicated key person, who knows their preferences and routines. Leaders and staff have identified that some children need some support with their emotional wellbeing and recognise the need for further training for staff. For example, when children struggle to manage their emotions and become unsettled, whilst staff are quick to soothe and reassure children, they do not consistently support children understand and manage their emotions.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing. Staff state that they feel valued, respected, and well supported in their roles. Leaders provide staff with a range of professional development opportunities to enhance their knowledge and practice. For example, staff explain how both online and face-to-face training have strengthened their understanding of how to support children's individual needs, particularly those with special educational needs and/or disabilities. This equips staff with the essential skills and knowledge to recognise and support children, fostering an inclusive environment.

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Leadership and governance Expected standard

Leaders and staff have built positive relationships with other professionals involved in children's lives. For instance, leaders collaborate with school staff involved in the care of children to secure funding, and they ensure that this is in place for eligible children. This helps to ensure that those who require access to the club are able to benefit from the care and support provided, to enhance their development and wellbeing.

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Leadership and governance Expected standard

Leaders have a clear oversight of the strengths and areas for development in the club. They attend the club regularly to monitor staff's practice and ensure that requirements are being met, and policies are being implemented effectively. Parents state their children are happy to attend the club and enjoy the activities on offer. Parents feel well informed with regular communication from staff and leaders.

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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 excited and eager to attend the club. Staff greet children warmly and take time to check in with them about their school day. The transition from school is seamless and closely monitored, allowing the majority of children to arrive with confidence. For example, children independently place their belongings in the designated area and settle onto the carpet area for the register with their friends. Children join in reading the book of the month as a group and children of all ages volunteer to stand at the front to represent the characters with masks. These well-established routines help children to feel safe, secure, and develop a strong sense of belonging. Overall, children demonstrate confidence and independence within the club. They confidently share their ideas and preferences about where and how they would like to play. Staff value and respect children's choices. They provide a range of resources and opportunities that reflect their interests, supports their

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

enjoyment of play, and promotes a love of books.

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

Staff support younger children as they create models with clay that reflect their book of the month. Their interactions are kind. They follow the children's ideas as they explore how to add water to make the clay softer. Older children are kind and offer younger children their water to share. These interactions help create a positive atmosphere in the club and encourage children's collaborative play. Children's behaviour is good as they follow rules and boundaries at the club.

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

Children are supported to maintain healthy lifestyles. They make healthy choices and self- serve their snack. Children thoroughly enjoy physical play in the outdoor space. They enjoy games of football and tennis with their friends. Every child, no matter their special educational needs and/or disabilities or any barriers, receives effective support and inclusion. Leaders and staff have a deep understanding of every child's needs and

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Address:

Leamington Primary & Nursery Academy Clare Road Sutton-in-ashfield NG17 5BB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Lime Trees Group CIC

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Address:

Register(s): EYR, CCR, VCR circumstances. They maintain strong connections with the school, ensuring that children's diverse needs are met with accuracy and involved in all parts of the daily routine.

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Next steps

Leaders should strengthen how staff consistently consider children's ages and stages of development when planning activities. Leaders should focus staff's development on supporting children to understand and manage their emotions.

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About this inspection

The inspector spoke with leaders, staff, parents and children 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00,Monday,Tuesday,Wednesday,Friday : 07:30 - 18:00

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About this inspection

Local authority: Nottinghamshire County Council

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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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