Ducklings Boosc

Ducklings Boosc

Unique reference number (URN): 2767173 Address: Trent Vale Infant School, Trent Road, Beeston, NOTTINGHAM, NG9 1LP Type: Childcare on non-domestic premises Registered with Ofsted: 14/02/2024 Registers: EYR, CCR, VCR Registered person: Ducklings Beeston Ltd

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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 remind children about the rules of the club when they arrive. However, they do not consistently check children's understanding of why certain rules are in place. Consequently, children do not develop an understanding of why different rules are important to keep them safe.

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Behaviour, attitudes and establishing routines Expected standard

Staff spend time modelling kind and considerate interactions. This helps children to learn about developing relationships with each other. For example, children develop social skills as they build models together. Staff adapt their interactions to meet the needs of the different ages of the children. Young children receive praise to encourage them to keep trying with new activities. Older children receive encouragement to think for themselves as they make their own puppets.

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Behaviour, attitudes and establishing routines Expected standard

Staff praise children and talk to them about their achievements. For example, children learn to use scissors as they cut felt to make facial features for their sock puppets. Children admire each other's creative work as they talk about materials they have used and the names of their puppets. Leaders always promote the importance of punctuality and attendance at the club. They talk to parents and carers about the benefits of children's regular attendance to help them to settle.

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Children's welfare and wellbeing Expected standard

Staff have successfully created a safe and welcoming environment to support children to be happy and settled. Children confidently choose what they would like to play with as soon as they arrive as activities interest them.

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Children's welfare and wellbeing Expected standard

There is an effective key-person system in place for early years children that supports all children to feel safe and secure. Staff know children's needs and characteristics well. This enables them to build positive relationships with children. Children confidently talk about how they are feeling and share any worries.

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Children's welfare and wellbeing Expected standard

Children independently make their own sandwiches for snack and pour their own drinks. Staff ensure snacks are healthy and reflect children's dietary needs and preferences. They provide children with ample choice so they can choose what they would like to eat. Staff demonstrate a robust knowledge of safer eating. They encourage children to sit safely at the table to avoid any risk of choking. Staff supervise children well and make snack time a social occasion through extending children's conversations. However, some staff do not support children to show empathy for their friends. Staff do not consistently encourage children to share food fairly so that everyone has a choice of what they would like to eat, to further develop children's social skills.

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Children's welfare and wellbeing Expected standard

Children learn how to look after their bodies as they have opportunities to be active and exercise, as well as participate in calmer activities. Staff provide children with reminders about being safe as they play.

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Inclusion Expected standard

Leaders are committed to providing an inclusive service. They provide staff with a comprehensive training programme. This ensures staff have the skills, and are well equipped and confident, to meet the differing needs of children in the club. Leaders and staff gather detailed information from parents and carers, when children first start attending. They gather information from school when they collect children to ensure they can support children's needs in the club. This enables them to generally meet all children's unique needs and reduce any potential barriers to them attending. Consequently, children feel secure within this busy setting. Staff share information with parents daily to ensure the information they know about children is up to date.

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Inclusion Expected standard

Leaders and staff quickly adapt the environment and their interactions to meet all children's needs, including children with special educational needs and/or disabilities. They listen carefully to children's wishes and feelings. This ensures all children have the opportunity to engage in play that reflects their preferences. For example, children who prefer quieter activities have a relaxing area to read stories and share their favourite books. Staff carefully monitor children's increasing confidence and typically adapt their interactions to provide ongoing support. This support young children's confidence and sense of wellbeing.

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Leadership and governance Expected standard

Leaders are typically reflective and generally develop staff practice to improve the club. For example, they ensure staff are confident to conduct daily risk assessments to ensure all areas are safe for children's play. This ensures that children are safe. Staff explain why children must tell staff when they leave the hall to use the toilet. This helps children to begin to understand how to keep themselves safe during their play.

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Leadership and governance Expected standard

Staff receive regular training to support them to make sure all children, including those with special educational needs and/or disabilities, feel confident and engage while at the club. Leaders are committed to ensuring all children are able to access the club and work to support children who are less confident to feel relaxed about attending by adapting routines. For example, they have created a quiet area for children to take part in relaxing activities, such as looking at books and reading stories.

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Leadership and governance Expected standard

Staff report that they are well supported by leaders. They appreciate the personal concern and support that leaders provide for their wellbeing. Leaders work in a close partnership with parents and carers and the host school to understand and meet all children's needs.

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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 are collected from their classrooms after their day at school by caring staff. Information is shared between school and the club about children's care needs and how their day has been. Children are welcomed into a relaxed and friendly environment at the club. Staff greet children warmly and talk with them about their day which supports children to quickly settled. Staff carefully consider how they organise the club so that all children are engaged in something they enjoy and can access resources for themselves.

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About this setting

Children enjoy a range of activities. They thrive as they play in mixed-aged groups. Older children support younger children to have a go at new activities. For example, older children support younger children to develop the confidence to hold ducklings they have watched hatch. Staff encourage children to show pride in their work and support them to show puppets they have made in a puppet show. This helps to build children's self-confidence and wellbeing. Children speak confidently with staff and with one another. Staff listen to children's ideas. They facilitate their play by providing additional resources, such as different coloured eyes for their puppets. Staff have positive relationships with children. This enables them to meet children's individual needs and reduce barriers to their learning. Staff use every opportunity to introduce children to new vocabulary to support children's communication and language skills.

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About this setting

Children have fun at the club and include the staff in their play. Young children enjoy craft activities. They share their ideas with staff, who listen attentively showing their interest in what children are creating. Children learn new techniques and skills as staff patiently model skills, such as how to use scissors safely. Children remain engaged for considerable periods and keep trying when they encounter difficulties with thoughtful encouragement from staff. Staff promote regular attendance as they offer children the opportunity to continue their creative projects next time they attend.

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Next steps

Leaders should review staff's approaches to managing children's behaviour, to ensure children fully understand expectations and boundaries. Leaders and staff should enhance interactions with children to support their emotional development further.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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. Unique reference number (URN): 2767173

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Address:

Trent Vale Infant School, Trent Road Beeston NOTTINGHAM NG9 1LP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Ducklings Beeston Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 09:10,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

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Address:

Local authority: Nottinghamshire County Council

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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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