Quackers Out of School Club

Quackers Out of School Club

Unique reference number (URN): 2710867 Address: Brookmead School, High Street, Ivinghoe, Leighton Buzzard, LU7 9EX Type: Childcare on non-domestic premises Registered with Ofsted: 20/12/2022 Registers: EYR, CCR, VCR Registered person: Quackers Day Nursery Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

The setting has highly effective and embedded routines, which supports children to know what to expect and when. This promotes their personal, social and emotional development as they feel secure and settled during their time at the setting. Children behave incredibly well. They show a great deal of kindness and care towards each other. They are polite and courteous, and children of all ages engage and support each other in their play. Staff remind children daily of their expectations, which children show they understand. For example, children help in completing head counts to ensure that everyone is present and accounted for.

p.2

Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are warm and trusting, and staff know children very well. As a result, children build positive relationship with their peers, showing kindness and caring for each other. Children of all ages engage in play where they share, take turns and help each other.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders encourage and promote attendance and have suitable procedures in place to monitor attendance and ensure children remain safe. Staff use daily communication between school, parents and each other to ensure they have all the information they need to support children during their time at the setting. This collaborative approach helps to ensure that every child benefits from continuous, coordinated support.

p.2

Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are supported incredibly effectively at the setting. Staff supervise children closely and ensure they are all able to join in with the routines.

p.2

Children's welfare and wellbeing Strong standard

There are clear and highly effective procedures in place to manage children's dietary, medical and allergy needs. Staff build nurturing, warm and caring relationships with children. These are based on mutual trust and respect. They provide many purposeful opportunities for children to express themselves, develop positive friendships and strengthen their social skills.

p.2

Children's welfare and wellbeing Strong standard

Staff actively engage and support children to make choices in their play and in selecting what they would like for snack, helping to promote their decision-making skills. Staff know the children and their likes and interests very well. Children enjoy inviting staff into their play. They particularly like to skip with the long rope together with staff.

p.2

Children's welfare and wellbeing Strong standard

The youngest children have a designated key person who develops trusting and positive relationships with the child, their parents and the school staff. This helps children to feel safe and secure at the setting. This highly successful key-person approach enables staff to meet the varying and individual needs of the children extremely well. Children form strong bonds with those caring for them.

p.2

Inclusion Expected standard

Leaders gather information from parents and school staff to ensure they have a secure knowledge of the needs of the children they are caring for. This supports them in managing and meeting the needs of all children, including those with special educational needs and/or disabilities, or those who face other barriers to their wellbeing. Where appropriate, staff continue any support strategies or adaptations that children have in school.

p.3

Inclusion Expected standard

Leaders and staff ensure that all children are able to take part in all activities. They work collaboratively with school staff and parents to adapt and arrange the environment to meet the varying needs and interests of the children attending. For instance, staff recognise when children might be overwhelmed by too many choices and know how to support them with this. Leaders and staff review and reflect on their provision to remove barriers for children to access all that is available to them. For example, some children spend time enjoying a wide range of art and crafts, while other children relax in the quiet space. This helps all children to feel included and build their confidence in the environment.

p.3

Leadership and governance Expected standard

Leaders know and understand the aims of their provision in promoting children's enjoyment and meeting their care needs. They know the strengths and areas for development, and are effective in evaluating the provision alongside staff and children. For example, leaders use the views of children, staff and parents to adapt activities for different age groups. This helps to ensure that activities are accessible and suitable for all children who want to take part. Children's needs are well met and relationships are positive and meaningful. Staff show great care for the children and know them well.

p.3

Leadership and governance Expected standard

Staff state they feel well supported by leaders and have opportunities to share their ideas and thoughts about the provision. They meet regularly to discuss the expectations, roles and responsibilities for each session. At times, the support for staff to extend and develop their practice is not fully consistent. Leaders recognise this but do not currently have embedded processes to make improvements in this area.

p.3

Leadership and governance Expected standard

Leaders know children and families well. Partnership with parents is effective. Parents comment that they feel well informed about the setting and the activities that take place. They say that their children enjoy attending and that they feel reassured that their children are safe. They particularly comment on the effective risk assessments in managing children's safety when playing outside.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children are happy and confident as they arrive at the setting. They are warmly greeted by staff and engage in lovely conversations about their day at school. Children are quick to settle and engage in their chosen activity. There is a wide range of activities and resources available to support children's interests and abilities. Children have positive and respectful relationships with their peers. They share their views and interests through drawing and creating a planning book of activities that they particularly enjoy, or would like to try. Staff

p.4

Address:

Brookmead School High Street Ivinghoe Leighton Buzzard LU7 9EX use this information to arrange the setting to meet the needs and interest of the children attending.

p.5

Address:

Children have a range of opportunities to be physically active outside. They build and create dens with their friends and talk with enthusiasm. Children work together to secure resources and build the den structure.

p.5

Address:

Staff set clear rules and expectations that support children's behaviour and wellbeing. Children help prepare their own snacks, pour their drinks, tidy away resources and manage their personal belongings. This supports their independence and confidence in managing their own care needs. Staff talk with children about healthy eating and exercise, supporting their understanding of how to look after their bodies and stay healthy.

p.5

Next steps

Leaders should strengthen the monitoring and coaching of staff to further embed staff practice and drive ongoing improvement.

p.5

About this inspection

The inspector spoke with leaders, staff, children and parents and carers during the inspection.

p.5

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. Type: Childcare on non-domestic premises

p.5

About this inspection

Registered person: Quackers Day Nursery Limited

p.6

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.6

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.

p.6

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.7