Progressive Kids Hotwells

Progressive Kids Hotwells

Unique reference number (URN): 2787271 Address: Hotwells Primary School, Hope Chapel Hill, BRISTOL, BS8 4ND Type: Childcare on non-domestic premises Registered with Ofsted: 22/04/2024 Registers: EYR, CCR, VCR Registered person: Progressive Kids Bristol 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

Children build close relationships with staff. Staff interact well with children. Leaders ensure staff receive support and manage children's behaviour well. Staff are prompt in their support, clear in their expectations and appropriately firm in their implementation of suitable boundaries in place. This helps ensure a calm and harmonious atmosphere at the club, which then helps children's enjoyment. Children show respect for staff and other children. They share resources and work together on tasks. Staff outline and add in additional arrangements to help children settle and enjoy their time at the sessions. They also link closely with staff at the school and liaise with parents to facilitate children's attendance.

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Behaviour, attitudes and establishing routines Expected standard

Children generally gain suitably positive attitudes and very much enjoy the activities. Staff ensure these are well-organised and interesting, the creative activities are particularly popular. They take on challenges as they eagerly explore the materials. They follow the ideas and techniques staff offer them, proudly creating items. Children typically do things for themselves at the session, such as getting a snack or drink. However, children often go home leaving the items they have been playing with lying around and staff then put these away. Children also do not then get chance to organise their items they have been creating or working on, perhaps putting these to one side to revisit on another day. Staff's routines do not help children gain useful organisational skills and develop their sense of responsibility fully.

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Children's welfare and wellbeing Expected standard

During sessions children beneficially have the opportunity to play quietly or be more active in the different activity zones, including taking part in varied sports out on the school playground. Staff patiently help children manage their emotions and channel their exuberant energy, promoting a calm, focused session and the emotional wellbeing of all the children effectively. Additionally, children also have the opportunity to engage in regular inspiring 'Road Show' weeks. Leaders and staff take time to plan and implement these sessions. These are very popular, with new fun sessions and experiences, such as silent discos and encounters with insects and reptiles. This ensures children's continued enjoyment.

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Children's welfare and wellbeing Expected standard

Children's care needs are supported well. Staff provide healthy snack items and promote children's good hygiene. They make sure that children wash their hands before they eat. Staff follow safety and security arrangements suitably and teach children safe practices. For example, they ensure children are sitting at the table to eat their snack. Staff are welcoming and children form suitably close relationships with staff, which helps them be happy and relaxed at the provision. Generally, staff get to know children well and focus on their individual interests and needs. However, staff do not find out about and link to children's varied backgrounds and cultures, valuing children's differences and promote children's understanding of the world around them.

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Inclusion Expected standard

Leaders and staff typically ensure children are valued and included suitably in this wrap around care setting. Children of different ages play together. Staff support them all suitably. They ensure younger children receive additional reassurance and assistance if needed. They make sure that the items they set out are appropriate for the different needs and ages of children attending, including the younger reception-aged children. This works well, stimulating and engaging children effectively. The different ages play well together, cooperating and sharing items.

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Inclusion Expected standard

Overall, staff find out about children's individual needs, particularly for those with special educational needs and/or disabilities. However, staff do not always find out about children's home cultures fully. Staff do liaise with parents and teachers at the school to gain a clear picture of these and conscientiously work together to get children any support they need. Staff change their arrangements to ensure they can meet children's needs, such as helping those that need extra support to settle into the session. They adjust the areas provided. They have added in a wellness calming zone and have other focused discovery zones that children choose to chill out in after their busy day at school.

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Leadership and governance Expected standard

Leaders show dedication to their company and the provisions they run. They want to provide the best experiences for children and work in children's best interests. They are constantly developing their management practices, increasing the way that they lead their provisions and support their staff. They regularly meet with their staff teams to evaluate and outline areas of improvement. They beneficially encourage staff to share ideas that can enhance children's experiences. They gather these forming them into plans and outlining staff training needs. Generally, they evaluate well.

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Leadership and governance Expected standard

Leaders have suitable process for recruiting and inducting staff, ensuring that staff are suitable for their roles. They provide ongoing supervision discussions and meetings, observing and supporting staff practice and skills. Staff say they enjoy working at the provision and feel well supported. Leaders provide targeted training sessions for staff, focused on some relevant aspects of practice. They also support staff to undertake qualifications, helping to develop their skills suitably. Managers work with parents and teachers at the school to share their observations and knowledge of children, to get children any help that they need such as to link to specialist professionals. They liaise suitably for children with special educational needs and/or disabilities, ensuring children's access to and enjoyment at this wrap around care.

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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

Staff and children develop suitable relationships, building mutual respect for each other. Children enjoy their time at this wrap around provision, they are happy and confident and show that they feel safe. Staff are caring and take time to greet children and chat with them as they walk to the hall after their day at school. This fosters children's sense of belonging effectively and encourages their respectful and appropriate behaviour at the sessions. Staff are attentive and also make sure they adjust arrangements to help children's attendance, welcoming all families and supporting any barriers to children's involvement and wellbeing

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Inspector:

Rachel Parker while at the provision. They welcome children arriving a little later. Children thrive on these interactions and quickly settle into the stimulating activities that staff set out.

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Inspector:

Children enjoy the creative opportunities available here. Staff plan and organise these activities carefully so that children have all that they need and children really enjoy themselves. They make interesting items exploring play dough. Staff are attentive and play alongside them, extending their ideas as they role model different techniques to younger children, such as rolling the dough to make a snake. Children then eagerly join staff at other activities, creating with craft materials and spend some time designing and experimenting. Again, staff extend children's ideas and skills. This adds to children's enjoyment, and they eagerly take on challenges mastering new techniques well. They are proud of their creations and smile broadly as staff praise them.

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Inspector:

Children gain confidence and benefit from the social aspects of the sessions, making friends with different-aged children and eagerly joining them in activities. Overall children are suitably involved in the routines at the sessions. They put their things tidily in the correct place on arrival, with little prompting from staff. They are confident to do things for themselves or select items they want. They help themselves to snacks and then put their leftovers in the bin, developing some independence skills.

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Next steps

Leaders should increase the focus on children's varied cultures and backgrounds, valuing their differences and linking to these to celebrate and share the diverse world in which children live. Leaders should develop routines further, to help children learn to organise their time effectively and develop their sense of responsibility and useful life skills consistently.

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About this inspection

The inspector spoke with the provider, staff and children during the inspection and took into account parents written views.

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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:

Hotwells Primary School Hope Chapel Hill BRISTOL BS8 4ND

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Progressive Kids Bristol Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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