High Flyers Oxford Limited

High Flyers Oxford Limited

Unique reference number (URN): 2784047 Address: Bloxham C Of E Primary School, Tadmarton Road, Bloxham, Banbury, OX15 4HP Type: Childcare on non-domestic premises Registered with Ofsted: 14/03/2024 Registers: EYR, CCR, VCR Registered person: High Flyers Oxford 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 work cohesively with the school to provide a highly consistent approach to meeting the needs of children with special educational needs and/or disabilities (SEND). They share information about each child's day, as well as strategies that help support each child's needs. For example, school staff share children's experiences with staff in the club, alongside children. This helps children to receive reassurance from both parties to help find the solution to their experiences. As a result, children feel extremely confident in their club and settle quickly into the club's routines.

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Inclusion Strong standard

Leaders promote an inclusive environment within the club. Staff swiftly identify children's needs. They implement effective education, health and care plans intentionally to successfully reduce barriers in children's play and participation with others. Staff provide an enabling environment for children with disabilities to help them safely navigate floor and table-top activities. For example, staff support children's interests in construction on the carpet to help support them to regulate their emotions. They promote other children's safety of negotiating hazards due to sensory impairment.

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Inclusion Strong standard

Parents and carers feel exceptionally privileged that their children attend the club. They talk extremely positively about the consistent approaches and effective communication between themselves, the school and the club. This helps to highly support their children's particular needs.

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Leadership and governance Strong standard

Leaders are actively involved in the daily running of the club. They have a particularly deep awareness of families' and their communities' needs. The excellent working partnership with the school highly supports the continuity of care for children, especially those with barriers to their learning. Leaders successfully evaluate the effectiveness of the club for the children and families that attend. They continuously review, amend and implement changes to optimise the play and care experiences for all children. They recognise areas to develop and have plans in place to further strengthen the staff's explanations for children.

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Leadership and governance Strong standard

Leaders and staff listen to parents' and carers' views and opinions. They make changes to their practice, in partnership with the school, to provide a more successful handover routine. This helps children to feel secure and reassured. For example, children who attend the club leave the classroom first before their friends who go home. This results in a more sensitive approach to younger children's emotional needs. Children's settling-in process is carefully adjusted according to their experiences of different social settings and their individual needs. Parents talk about how reassured they are that their children are happy, having fun and supported in the club. They comment that the staff have particularly helped younger children to manage their own personal needs, which in turn has helped their child in school. Children's views are also highly valued and taken into consideration when changes are made.

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Expected standard

Children know staff well. They are familiar with the majority of the staff who care for them and eagerly seek their interactions and engagements through their play. Staff are recruited for their strengths in practice, especially their expertise to support the group of children attending the club. For example, some children particularly benefit from staff who hold sports coaching qualifications and practice. This highly supports children's love of exercise and healthy lifestyles.

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Expected standard

Staff are proud of their club and work as a team to share their skills, experiences and knowledge. Leaders highly promote the staff's ongoing training and development, effectively promoting children's individual needs. These skills and practices are shared among the leaders' other settings to promote the best of practice. Staff feel valued because the leaders carefully manage workload to support staff's wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Leaders know children well. They create a reassuring and confidence building environment for children. Children play within a positive atmosphere. They develop long-lasting friendships, support for one another and are positive role models, especially for the younger children. Staff work cohesively, acting as positive role models for children through their communication, supportive nature and team work.

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Behaviour, attitudes and establishing routines Expected standard

Children have a very clear knowledge of the rules of the club. Older children vocalise these confidently at the beginning of each session. However, leaders do not consistently help younger children to understand the reasons for these rules and expectations. For example, older children talk about lining up at the door to use the outdoor space. Younger children do not receive clear explanations from staff as to why this is an expectation and how it helps to keep them safe.

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Behaviour, attitudes and establishing routines Expected standard

Children make successful friendships. Staff encourage an inclusive environment to support everyone's participation and a sense of belonging in the club. For example, children with barriers to their learning receive encouragement to share their creations and ideas with younger children. This helps to promote social skills and conversations across ages and stages of development.

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Behaviour, attitudes and establishing routines Expected standard

Children follow routines confidently. They know to wash their hands, choose their snack and sit at the table together. Staff particularly support children well to enjoy occasions, such as social eating. They engage them in conversations about their day, sharing their experiences with everyone sat together at the table. Leaders have a consistent approach to attendance and have robust measures in place to monitor attendance alongside school staff.

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Children's welfare and wellbeing Expected standard

Staff have a clear and confident understanding of the policies and procedures of the club and how to put these into action. They know children extremely well. Staff adapt and adjust practices to promote the needs of every child. Leaders and staff provide a safe and secure environment for children. They evaluate the effectiveness of practice and change this immediately to increase the impact on children's fun, participation and care for children attending. For example, staff now ask for boys to wash their hands in the bathroom, while girls wash theirs in the main room. Leaders changed this practice to promote the sensitive approach to intimate care and the changing personal care needs of boys and girls.

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Children's welfare and wellbeing Expected standard

Staff encourage children to take responsibility and pride in their club. Children are relaxed and feel at ease to make decisions for themselves and lead their own play. Staff are very skilled at recognising when to stand back, to enable children's participation and when to give support in their play. Younger children are extremely confident to welcome visitors, talking about what they like to do at their club. For example, children shake visitors' hands, introduce themselves and invite them to play outdoors.

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Children's welfare and wellbeing Expected standard

Staff know how children prefer to play and their particular interests. They talk enthusiastically about the resources they provide for children who are creative. These children spend long periods of time using their ideas to create with jewels, gem stones, flowers and dough. This demonstrates how the effective relationships between staff and children helps to provide experiences that children enjoy. Other children create drawings of technology to show an understanding of how to keep themselves safe when using electronic devices. In the main, this helps children to understand healthy practices.

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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 thoroughly enjoy their time in the club. They make it their own. Children show a sense of belonging due to the staff's positive attitude to encourage children to make choices and to lead their play. Children confidently follow their own interests and preferences in their play. Staff are skilled at adapting their interactions and engagement according to children's level of need and their knowledge of children's personalities and characters.

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

Children settle confidently and quickly into the routines of the club. They know exactly what happens next. For example, children know when they enter the club room after school, they will discuss the club's rules, check children's attendance and then wash their hands for snack. Staff are flexible with expectations to ensure children with barriers to their learning and wellbeing feel confident, comfortable and at ease. They adjust the boundaries to rules to encourage children's full participation and safety. For example, children, who find sitting still more difficult, benefit from activities available to help them to concentrate and focus on snack time.

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

Children's continuity of care is extremely well promoted through the professional partnerships with the school. Staff provide very effective handovers from the teaching staff so that they know exactly what kind of day individual children have had at school. This is inclusive of celebrations, achievements and challenges to their day. Children's wellbeing and metal health are supported effortlessly through the kind, caring and nurturing relationships the staff have with them. Children feel reassured and confident to share their concerns and worries with staff.

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

Children have endless amounts of fun during their time at the club. Staff provide resources and experiences that truly reflect children's interests and preferences for play. For example, children freely explore their ideas with recycled materials, glue and glitter to create a bird nesting box. They confidently describe how the birds will lay eggs inside it. Other children

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Address:

Bloxham C Of E Primary School Tadmarton Road, Bloxham Banbury OX15 4HP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: High Flyers Oxford Limited explore the outdoor play area using tyres to recreate their 'hot tub', pretending to lie back and relax.

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Address:

Children show high levels of care and compassion to their friends. They react quickly when their friends have hurt themselves, checking with staff that their friends are feeling better. Staff are quick to react to accidents, initiating appropriate first aid for bumps and scrapes from children's physical play, involving footballs.

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Next steps

Staff should further enhance children's understanding of routines and adult-led tasks to extend their knowledge and confidence of keeping safe.

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About this inspection

The inspector spoke with the nominated individual, the manager, staff, children, parents and carers and school staff 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. Register(s): EYR, CCR, VCR

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About this inspection

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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