Shine at Yeo Moor

Shine at Yeo Moor

Unique reference number (URN): 2782095 Address: Yeo Moor Primary School, Kennaway Road, Clevedon, BS21 6JL Type: Childcare on non-domestic premises Registered with Ofsted: 22/02/2024 Registers: EYR, CCR, VCR Registered person: Shine Wraparound Care 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 Strong standard

The after-school club feels very calm and happy. Children clearly feel at home, as they confidently navigate their way around the club, happily chatting to each other and finding their favourite activities. They build positive relationships with club staff and show respect through their interactions. Children confidently approach staff for support, guidance or to request particular games and activities. Staff show them equal respect, taking time to listen to them and respond to their requests. Children know what is expected of them because the leaders ensure the club has consistent rules and routines, and children respond well to them. Children are very kind to each other. If any minor alterations do arise, the staff skilfully help the children resolve the issue themselves. Children behave very well.

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Behaviour, attitudes and establishing routines Strong standard

When parents first start, leaders go over their expectations around attendance and routines. Parents understand that they must let the club know if their child will not be attending. All children, including those from disadvantaged backgrounds and with special educational needs and/or disabilities, are thriving in this after-school club. Leaders work with parents to ensure that all children's needs are met.

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Children's welfare and wellbeing Strong standard

Children demonstrate a positive sense of wellbeing because leaders ensure this is a focus of the club. Staff are highly effective in helping children feel safe, valued and noticed. Staff take time to get to know children well, chatting with them individually about their day and responding with genuine interest and care. Staff listen carefully to children's opinions and ideas and respond positively, helping children feel valued and respected. For example, when some children ask to use the wider playground and climbing frame, staff support this safely by accompanying them and taking a walkie-talkie to maintain communication with the main room if needed.

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Children's welfare and wellbeing Strong standard

All children, including those with special educational needs and/or disabilities, have a real sense of belonging, as they have warm, responsive relationships with all staff. All children are supported to develop healthy lifestyles. They benefit from daily access to outdoor play, enjoy healthy snacks and learn the importance of good hygiene practices, such as washing their hands before eating and after using the toilet. Children are encouraged to build positive relationships and play cooperatively through a range of shared social activities. For example, some children enjoy playing football together, while others work creatively in the craft area, willingly sharing materials and helping one another use resources, such as tape.

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Inclusion Strong standard

Leaders and staff ensure the after-school club is highly inclusive for all children and families, including those with special educational needs and/or disabilities (SEND). They are very skilled at ensuring the environment allows all children to feel happy, safe and included, reducing barriers for everyone. They work with families and the school to ensure they know all children well and have measures in place to meet their needs. They speak with school staff, to ensure they have similar measures in place that the school uses, to ensure continuity of care. For example, they have quiet, cosy spaces for children who need to 'escape' the busyness of the room. Children can choose to play inside or outside, so those who need space to run around and help them regulate their emotions.

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Inclusion Strong standard

Managers ensure all staff stay up to date by providing professional development on supporting children with SEND. They are sensitive to families' differing needs and problems, and provide extra support where needed. For example, if families need additional care or need to drop sessions due to changing circumstances, such as a change in work patterns or family illness, they can do so with short notice.

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Leadership and governance Strong standard

Leadership is highly effective in this friendly after-school club. Leaders are ambitious and reflective, with a clear understanding of the club's strengths and areas for further development. For example, they have recently reviewed and improved collection procedures to further enhance children's safety. Long-standing staff report that they feel valued and well supported, and that workloads are manageable. They are empowered to manage the club effectively and are trusted to use their knowledge and experience to meet children's needs. Staff access regular training opportunities to develop their professional knowledge and keep their practice up to date. They also benefit from regular supervision meetings with leaders, where they can discuss their role, reflect on practice and raise any concerns or suggestions.

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Leadership and governance Strong standard

Parents comment on how much their children love coming to the after-school club and that communication is generally very good. Leaders are reflective, and are working to develop this communication even more. Children show they love being there. They have warm, responsive relationships with all the staff and talk about the activities they love at the club, including crafts and outdoor activities.

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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 love coming to this after-school club. They eagerly arrive, showing they feel comfortable and belong, by confidently putting their possessions in a set space. They are greeted by name by the staff and quickly become engaged in an activity of their choosing. The atmosphere is very calm, and has a relaxed and home-like feel, as children choose to do what they wish after their busy day at school. For example, some quietly look at books, while others build with blocks, play outside or have a snack. The club is well set up to cater to all children of various ages, interests and abilities.

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

Children of all ages get along well and respect one another, with older children supporting younger ones when needed. For example, older children play football with younger ones, showing them how to use the 'rebound net'. Younger children watch in awe as older children build elaborate structures with construction sets. Older children proudly explain to other children and adults what they have made and how it works. Staff praise their hard work and take photos to show their parents. Children beam with pride, helping them build high self- esteem.

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

The after-school club staff ensure they know children very well. Before children start, leaders gain detailed information from parents, ensuring they know and understand all about children's differing needs, including those with special educational needs and/or disabilities. They spend time with children, getting to know their interests, so they can provide exciting activities that they know the children will enjoy.

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Address:

Yeo Moor Primary School Kennaway Road Clevedon BS21 6JL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Shine Wraparound Care Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with managers, leaders and 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. 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. 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 .

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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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