Shine at Meadowbrook

Shine at Meadowbrook

Unique reference number (URN): 2761567 Address: Meadowbrook Primary School, Three Brooks Lane, Bradley Stoke, BRISTOL, BS32 8TA Type: Childcare on non-domestic premises Registered with Ofsted: 14/11/2023 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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Leadership and governance Strong standard

Leaders have a clear vision for the setting and a clear understanding of its strengths and areas for development. They evaluate provision effectively and identify where staff need additional support. Specialist training and guidance from the central leadership team have strengthened staff skills, and targeted professional development ensures individual needs are recognised and addressed.

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Leadership and governance Strong standard

Clear policies and procedures from the central team underpin the setting, and ongoing training supports staff to improve practice and confidence. Leaders' proactive approach to staff development helps maintain high standards and drives continuous improvement.

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Leadership and governance Strong standard

Safer recruitment procedures are robust, with all information recorded consistently across the chain. Staff benefit from effective support and collaboration with different leaders within the central team. They are encouraged to reflect on practice through regular supervision and meetings and have most recently undertaken training to enhance their understanding of children with special educational needs and/or disabilities.

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Leadership and governance Strong standard

Effective links with the host school further support the quality of provision and collaboration across settings.

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Behaviour, attitudes and establishing routines Expected standard

Staff establish clear daily routines that provide children with a sense of security while remaining flexible to meet their individual needs and stages of development. The environment is well organised, and resources are accessible, enabling children to make independent choices about their play and move confidently between activities. Staff interact positively with children, joining in their play and modelling respectful language and behaviour. As a result, behaviour is generally good. Children play cooperatively, take turns and share resources, and they form positive relationships with their peers.

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Behaviour, attitudes and establishing routines Expected standard

Staff manage children's behaviour with calmness and consistency, serving as positive role models. Nevertheless, there are occasional instances of minor disruption, and staff do not always act quickly enough to address these situations and keep children engaged. Additionally, some transition times are not managed as effectively as they could be. These periods are occasionally too drawn out, and children are not fully engaged, which leads to restlessness and minor disruption. Leaders and staff should review routines around transitions and consider strategies to keep children actively involved, helping to maintain positive behaviour and ensure sessions run smoothly.

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Children's welfare and wellbeing Expected standard

Staff create a safe, welcoming and inclusive environment where children feel secure and valued. Children form positive attachments with all staff, who offer consistent care, reassurance and support. This helps children to feel emotionally secure and builds trusting relationships. Staff collaborate effectively and implement clear routines for children's collection and departure. Staff carry out risk assessments before children arrive and respond appropriately to any concerns, helping to ensure children's safety at the club.

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Children's welfare and wellbeing Expected standard

There are effective hygiene practices in daily routines, and children develop a good understanding of how to keep themselves healthy. Staff promote healthy lifestyles through discussion and practice. Children are offered fruit and other nutritious options at snack times, helping them to make healthy choices and understand the importance of balanced eating.

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Children's welfare and wellbeing Expected standard

Children benefit from regular opportunities for outdoor play, where they are active and develop their physical skills in the fresh air. Staff know children well and routinely check on their emotional wellbeing, offering reassurance and support when needed. This helps children to feel safe, relaxed and ready to engage in play and social interaction. Overall, the provision supports children's physical and emotional health effectively within a caring and inclusive environment.

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Inclusion Expected standard

Both leaders and staff prioritise creating an inclusive environment. They collaborate with the school's special educational needs coordinator and gather information from parents to gain an understanding of each child's individual needs. This allows staff to plan and provide consistent, tailored support. Reasonable adjustments and targeted strategies are implemented to meet the needs of children with identified special educational needs and/or disabilities. Staff regularly update their skills through focused training, boosting their confidence and supporting the development of practices. Leaders are working with staff to embed these.

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Inclusion Expected standard

The setting is well resourced, and activities are adapted so that all children can participate meaningfully and achieve. Staff are attentive and responsive, helping children feel valued and included in every aspect of club life. A recently introduced buddy system, in which older children support younger peers, fosters positive relationships and mutual respect. This initiative is particularly effective in helping younger and more vulnerable children feel secure, develop confidence and form friendships. Overall, children of all abilities are welcomed and supported to engage fully in the provision.

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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

After school, children arrive at the club feeling happy and self-assured, greeted warmly by staff who are familiar and caring. Established handover routines help children's transition from school. The staff understand each child's unique needs, including their emotions, confidence and readiness for social interaction after a busy school day. Children feel at ease approaching staff for reassurance or help, and staff respond with calmness and sensitivity. This support helps nurture the children's emotional wellbeing and encourages them to relax, engage in play and build friendships.

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About this setting

Unique reference number (URN): 2761567 Children make independent choices about how they spend their time at the club, confidently moving between a range of activities and making full use of both indoor and outdoor spaces. Older children act as positive role models and willingly take on buddy roles to support younger children. This fosters a positive culture of kindness, empathy and respect. Younger children, including those with special educational needs and/or disabilities, feel included and are well supported to develop their confidence and social skills. Staff ensure that there are resources and activities to meet the differing ages and needs of the children. There are areas for children to relax and be involved in quieter activities, and there are lots of physical activities for children who need more energetic activities. Staff confidently adapt activities to enable the younger children to participate safely.

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About this setting

Positive relationships with the host school and parents provide continuity for children. This supports children to feel relaxed and safe in the club. Leaders regularly meet with school leaders, including the special educational needs coordinator. Parents have the opportunity to share their views through surveys and receive regular messages and termly newsletters.

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Next steps

Leaders should continue to support staff to improve behaviour management through targeted training, coaching and monitoring to ensure consistent practice and a calm, purposeful learning environment. Leaders should strengthen staff practice around transitions so that they are well planned, swift and purposeful. This will help children remain engaged and sustain positive behaviour throughout the session.

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About this inspection

The inspector spoke with leaders, staff and children during this 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:

Meadowbrook Primary School, Three Brooks Lane Bradley Stoke BRISTOL BS32 8TA

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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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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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