Barneys

Barneys

Unique reference number (URN): 2743816 Address: 4 Church Lane, Barnburgh, Doncaster, DN5 7EZ Type: Childcare on non-domestic premises Registered with Ofsted: 11/08/2023 Registers: EYR, CCR, VCR Registered person: Clough, Rachel

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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 behave positively. They are engaged, interested and have a sense of belonging. Children make choices about what they do and are eager to select resources and set up activities as they arrive. They are given responsibilities and enjoy taking turns and helping with tasks, such as washing up and chopping vegetables.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote a positive attitude, they work with staff and the host school to establish routines and they have clear expectations for children. This contributes to a calm, sociable and inclusive environment.

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Behaviour, attitudes and establishing routines Expected standard

Staff encourage children to participate in clearing away and preparing for snack time. Older children take orders and lead quizzes while the snack is prepared. However, routines are not consistently embedded or completed promptly. As a result, some children spend time waiting while snack is being prepared and are not fully involved in games and activities. Although this does not affect children's behaviour or wellbeing, it reduces the time they spend taking part in stimulating activities and learning to work with others during play.

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Behaviour, attitudes and establishing routines Expected standard

Staff work closely with the host school to establish secure systems, so that children feel safe as they move from school to the after-school club. Attendance is monitored carefully.

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Children's welfare and wellbeing Expected standard

Leaders and staff give high priority to children's wellbeing. They get to know children well and care about their individual needs, particularly those of younger children and children with special educational needs and/or disabilities. Children settle comfortably and move safely from school to the after-school club. They are happy, safe and well cared for by staff.

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Children's welfare and wellbeing Expected standard

Children are confident and independently choose what they would like to do. They develop their interests well, such as building with construction resources and playing board games with friends. Children communicate their ideas confidently and engage positively with others. Staff are attentive and respond warmly and sensitively to children's communication and individual needs, they sit with children as they draw and settle into the session. Children benefit from regular opportunities for physical play in the large hall and outdoor area, where they enjoy being active in a spacious and secure environment.

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Children's welfare and wellbeing Expected standard

Children sit sociably together at snack time and learn about making healthy choices. They enjoy being given responsibilities and are keen to help. For example, older children help younger children to make choices, developing their independence and sense of responsibility. Children are happy and enjoy spending time in this secure and nurturing environment.

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Inclusion Expected standard

Leaders and staff work closely with the host school and parents to promote inclusive practice and ensure that children's specific needs are met. Staff get to know children well so they can adapt their support to all children, particularly younger children and those with special educational needs and/or disabilities. Leaders gather information from parents, observe children and learn about their individual needs so they can provide consistent support, including helping children regulate their emotions.

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Inclusion Expected standard

Staff are knowledgeable and approachable, and they model positive communication skills. They listen carefully to children and interpret their language and behaviour so that children feel valued and included. Staff are kind and promote a community, where children develop a sense of belonging. Children value one another and communicate confidently.

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Inclusion Expected standard

Staff have established systems to ensure that children's dietary and medical needs do not become barriers to participation. Specific equipment, including adrenaline auto-injectors, are stored safely and remain easily accessible.

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Leadership and governance Expected standard

Leaders and staff are energetic and enthusiastic. They enjoy their work and are committed to continuous improvement. Leaders are reflective and have responded positively to feedback. Since the last inspection, leaders have taken appropriate action to address all actions raised. In addition, they have strengthened systems for gathering information from parents and the host school about children with special educational needs and/or disabilities, so that staff can adapt support and provide greater consistency for children.

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Leadership and governance Expected standard

Leaders prioritise staff wellbeing and have implemented appraisal meetings to monitor and discuss the interests and professional needs of staff. Staff have access to relevant training and report that this helps them to develop their knowledge and practice. Staff collaborate effectively with other professionals and the host school to continually strengthen the support they provide for children.

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Leadership and governance Expected standard

Parents say that they are involved, included and informed. They comment that staff share information in daily conversations and that children enjoy their time at the after-school club. Parents say that they particularly value the continuity of care provided for children and families.

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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 happily and are eager to play. They settle quickly and confidently in this welcoming after-school club. Children know the routines and what is expected of them. They enjoy a wide variety of activities, crafts and games, making choices about how they spend their time and following their individual interests. Children develop close friendships and interact positively with children of different ages. They are polite and kind, take turns and listen respectfully to each other and to adults.

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About this setting

Unique reference number (URN): 2743816 Children feel safe and valued because staff know them well and create a calm, organised and nurturing environment. Staff build affectionate and meaningful relationships with children, giving them confidence to communicate, share ideas and play together. Younger children and those with special educational needs and/or disabilities are supported sensitively so that they feel comfortable and included. Children are familiar with staff and confidently seek reassurance, conversation and support when needed. Parents value the continuity of care and say their children are settled, content and attentively cared for.

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About this setting

Children enjoy opportunities to play cooperatively and imaginatively. Older children organise complex board games, discuss rules, negotiate roles and include others in their play. Younger children enjoy drawing, construction activities and crafts. Children build independence as they take snack orders, help to prepare fruit and wash up afterwards. They learn to make healthy choices and develop responsibility within the club community.

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About this setting

Children benefit from secure arrangements between the school and the club. Staff share information carefully and support children's move from school into the setting smoothly. Staff monitor attendance closely and ensure that children's personal and medical needs, including access to equipment such as adrenaline auto-injectors, are managed safely.

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Next steps

Leaders should improve routines at busy times, such as preparation for snack, so that all children are engaged in stimulating activities and are not left waiting.

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About this inspection

The inspector spoke with leaders, practitioners and parents 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.

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Address:

4 Church Lane Barnburgh Doncaster DN5 7EZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:20,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 17:30

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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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