Shine Clubs @ William Torbitt

Shine Clubs @ William Torbitt

Unique reference number (URN): 2790751 Address: William Torbitt Primary School, Eastern Avenue, Ilford, IG2 7SS Type: Childcare on non-domestic premises Registered with Ofsted: 23/04/2024 Registers: EYR, CCR, VCR Registered person: Shine Clubs 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

Staff have positive relationships with children. They take opportunities to ask them questions to get to know them better. This supports children's emotional wellbeing. It also helps them to feel safe and comfortable as they share their thoughts or worries about their day.

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Behaviour, attitudes and establishing routines Expected standard

Staff typically have a calm and consistent approach to behaviour management. They remind children of the rules and expectations in the club. Children receive frequent praise for their efforts. This supports their motivation, confidence and self-esteem and, overall, they behave very well.

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Behaviour, attitudes and establishing routines Expected standard

Children are kind and welcoming to one another and play cooperatively across a wide age range. They take turns, share resources and include others in their play. For example, older children explain the rules of the football game to younger children as they play together. Staff quickly notice when children become upset. They respond calmly, helping them to talk through feelings and resolve minor disagreements. As a result, children learn to manage conflict appropriately and show care towards one another.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote positive attendance effectively. They monitor attendance closely, follow up absences and notice patterns early.

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Children's welfare and wellbeing Expected standard

Leaders and staff know children and their families well. Staff create a warm and nurturing environment, where fun and friendly conversations take place. Children show they are confident and know routines. They respond positively to the excellent care they receive that supports their wellbeing, independence and emotional security.

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Children's welfare and wellbeing Expected standard

Generally, staff recognise that some children face barriers to learning and understand that each child is unique. For instance, they adapt routines and the environment effectively to meet children's individual needs. When children struggle to join activities, staff provide timely support and encouragement. This helps children to build confidence and engage with their peers.

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Children's welfare and wellbeing Expected standard

The youngest children have a designated key person, who knows them well and develops positive relationships with children and their parents and carers. This helps to support children's individual needs. Staff are quick to respond if children show concerns or are tired and provide reassurance.

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Children's welfare and wellbeing Expected standard

Staff build close bonds with children. They know them well as they support them during their school time too. This promotes continuity of care. Parents speak positively about the club and value how well staff know their children. They say their children are excited when it is their day to attend the club as they have so much fun.

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Children's welfare and wellbeing Expected standard

The club promotes children's physical development by offering regular outdoor play, supporting children's overall wellbeing. Snack times are calm and well supervised. Staff encourage safe eating and model positive social interactions. Children develop healthy habits and independent self-care routines. They typically follow embedded hygiene practices, access drinks throughout the session and choose from a range of healthy snack options.

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Inclusion Expected standard

Leaders create an inclusive culture, where every child feels valued and supported. They identify children's individual needs quickly through careful observation, close communication with parents and carers and collaboration with school. Staff respond to these needs with consistent, calm and structured support. They ensure that all children understand routines and boundaries. This enhances children's engagement and wellbeing.

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Inclusion Expected standard

Staff recognise that children need different support, so they make sure that all children can take part in activities. They adapt the environment and resources so that children who need extra support can join in with their friends. For instance, some children spend time enjoying a wide range of activities, while other children relax in a cosy area to look at books. Staff listen to children's views and consider them. This helps children to feel valued and included in the club. It also contributes to children's confidence, engagement and sense of belonging.

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Inclusion Expected standard

Staff have yet to attend training to enhance their knowledge of supporting children with special educational needs and/or disabilities (SEND). Despite this, staff use their experience of supporting the children in school. Children respond positively to this support. This helps reduce barriers to children with SEND effectively.

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Inclusion Expected standard

Leaders and staff remain committed to inclusive access. A flexible booking system supports the diverse needs of families. This helps children to attend regularly and benefit from the care and development opportunities provided.

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Leadership and governance Expected standard

Leaders provide clear oversight of the provision and ensure it is organised and well managed. They know the club's strengths and identify areas for further development. For example, leaders adapt resources and activities to meet the needs of different age groups. This ensures provision remains accessible for all children, including those with special educational needs and/or disabilities (SEND) and those who face barriers to learning.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing through regular check ins and supervision sessions. Staff report they are happy in their roles, work well together as a team and feel valued for the contributions they make. Professional development is purposeful and closely aligned to the needs of the club. However, leaders have yet to recognise that staff need to further develop their knowledge through training on supporting children with SEND. This helps staff to strengthen their skills and continue meeting the needs of all children.

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Leadership and governance Expected standard

Parent partnerships are effective. Parents and carers speak positively about their children's progress. They value the regular communication provided. Leaders seek the views of staff and children to support improvement. However, systems to gather parent views and feedback are not yet fully established. This limits support for the club's continued development. Staff form positive links with staff and teachers at the host school and with parents. They get to know children's needs and share information on an ongoing basis to support the children's care and development. Overall, leadership decisions are informed by children's individual needs. This ensures that the club provides a safe, inclusive and stimulating environment.

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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 with excitement at the out-of-school club. They know the routines for arrival and settling in at the start of the session, such as putting away their belongings and sitting for registration. Clear routines help children to feel safe and secure. Staff create a welcoming atmosphere. They warmly speak with children about their day to support their emotional security and a smooth transition from school. Children settle quickly into the environment. They access resources and activities independently.

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

Staff show clear awareness of children's individual personalities, interests and developmental needs. This enables them to provide tailored support. Staff plan activities and resources that are thoughtfully adapted to meet children's differing ages. As a result, children, including those with special educational needs and/or disabilities and those who face barriers to their learning, are able to access the provision and take part alongside their peers. For example, children joyfully decorate their pots and plant seeds. They proudly show staff, who offer praise to boost children's confidence and self-esteem.

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

Staff engage children in conversations about healthy eating. They help children to understand how to care for their bodies and maintain positive health. For instance, children prepare their own pizza at snack time, selecting from a variety of nutritious toppings. They learn about the benefits these foods provide. Staff encourage and offer praise as children use safety knives to cut their own fruit. This promotes children's independence and healthy decision-making. Staff also use snack time as an opportunity to encourage conversations and social interactions within a calm supportive environment.

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

Children benefit from well-established partnerships between leaders, parents and carers and school staff. Information is shared regularly. This ensures that children's individual needs are understood and met consistently. Children feel secure, supported and confident in the club.

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Next steps

Leaders should further develop staff's professional development in supporting children with special educational needs and/or disabilities, so they develop their confidence and knowledge in meeting a wide range of children's needs. Leaders should develop systems to gather parents' and carers' views to support ongoing development and improvement to enhance children's experiences at the club.

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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

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Address:

William Torbitt Primary School Eastern Avenue Ilford IG2 7SS

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50

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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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4 to 11

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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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

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

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