Shine at Charborough

Shine at Charborough

Unique reference number (URN): 2761316 Address: Charborough Road County Primary School, Charborough Road, Bristol, BS34 7RA 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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Inclusion Strong standard

Leadership practice for inclusion is robust, and staff have high expectations for children's engagement and enjoyment. Staff take the time to learn about children's interests and needs before they start and plan how to support them from this knowledge. This means that staff can respond swiftly to children so that their individual needs are addressed. Actions that staff take are highly effective in removing barriers to learning and participation, and all children who need extra support and encouragement receive this on an individual basis. Children with special educational needs and/or disabilities are able to have the time and space they need to transition from school to the club session. This means that all children are able to thrive here. For example, when children need a quieter space or to be able to have a change in routine, this skilfully and swiftly is provided for them. Through this personalised approach, staff are able to make a difference to children's opportunities and

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Inclusion Strong standard

experiences while they are engaged in club sessions.

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Inclusion Strong standard

Leadership has a sharp focus on children who may not be able to access the club. For example, leaders make use of funding available from partner settings, such as early years pupil premium. This has a positive impact, removing barriers to engagement and enhancing outcomes for children.

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Leadership and governance Strong standard

The leadership and governance structure has an accurate and robust understanding of the strengths and weaknesses of the provision. This includes a quality assurance process that identifies and informs professional learning that builds on the strengths and targets the weaknesses of the provision. The reflective approach means that the club is responsive and flexible at developing the provision over time. For example, leaders have identified the need to enhance children's understanding of healthy eating and are implementing strategies to support this further. Staff identify how this professional learning positively impacts on their wellbeing and has helped them to become better at their jobs. This detailed and perceptive analysis enhances the high expectations that leaders have for the service. There is a continued focus on a culture of professionalism to inform excellence for all children. Leaders have a sharp focus on children with barriers to learning, including children with special

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Leadership and governance Strong standard

educational needs and/or disabilities. Partnerships with schools are focused on how to improve outcomes for all children.

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Leadership and governance Strong standard

This club is part of a wider group of after-school clubs and sports provisions across the area. The group shares expertise and resources throughout its governance structure. Through this structure, leaders use effective processes, such as supervision and professional training, to make staff feel supported and valued. Staff comment on this robust approach in developing their skills and expertise during their own careers as well as improving their own wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff typically have high expectations for children's behaviour, which are generally understood and followed by the children who attend. Staff actively support positive attitudes by interacting with children to take part in the activities on offer. There are occasions when this could be developed further so that staff consistently support children to promote positive behaviour. Leaders are very proactive and recognise that this means that children do not consistently engage in club activities. They are planning to implement strategies to improve this area of practice. However, these have not yet been embedded.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff monitor attendance and follow up on any absences from the club sessions that are unexpected. Children benefit from positive relationships with staff and each other. Children display warmth to staff members and a familiarity, which demonstrates their closeness. The routine generally responds to children's needs and their choices. For example, both sports and free-play activities are available, and the session is split into different parts. The flexibility of the sessions means that changes can be made for individual children based on their needs, age or stage of development. This helps children to play and get along with each other during all sessions, with support from the staff.

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Children's welfare and wellbeing Expected standard

The policies and procedures of the setting promote the welfare and wellbeing of children; these are generally understood and applied. This means that children and staff typically understand the rules and are able to follow them. A sharper focus on these practices could further develop children to consistently make healthy choices and decisions when having snack. Leaders and staff have created a welcoming space so that children play, learn and enjoy the social activities on offer here. Hygiene practices are appropriate, and the sports sessions further provide an opportunity to teach children about making healthy choices.

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Children's welfare and wellbeing Expected standard

Children with special educational needs and/or disabilities, or those who face barriers to their learning and participation, are developing positive relationships and attachments. The key-person system is in place and supports this for children, which means that even on their first session or when they are transitioning from school to the after-school club, responsive care from staff is provided to meet their needs. Children's welfare and wellbeing are supported at an age-appropriate level, taking into account their own needs and uniqueness.

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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 enjoy their time at the club, the time with their friends and the activities on offer. Children spend time with their peers engaged in play, structured activities and outdoor play. They have positive relationships with the staff and each other at the setting, which means that bonds are established. All children feel safe and cared for. When children arrive from school each day, they are met by staff who greet them all individually. Children share their feelings about their day and any key moments about what has happened.

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Address:

Charborough Road County Primary School Charborough Road Bristol BS34 7RA

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Address:

Type: Childcare on non-domestic premises Children are supported to overcome barriers to engagement and participation. They benefit from the responsive interactions and support that staff offer, such as noticing if they are finding the transition particularly difficult that day and need some quiet time. Children are also able to get support from staff socially when finding the larger group more challenging. This means that children's unique needs are supported and staff are knowledgeable about the individual support they may need.

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Address:

Children's attendance is promoted, and their behaviour is typically good. Children understand the routines, make choices and work independently and in groups during the club. Strengthening expectations for behaviour and routines would continue to build on the experiences for children.

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Next steps

Leaders should embed strategies to ensure staff have consistently high expectations for children to promote the best possible behaviour.

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About this inspection

The inspector spoke with staff, parents, children, safeguarding lead and special educational needs coordinator 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. Registration date: 14/11/2023

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About this inspection

Registered person: Shine Wraparound Care Limited

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About this inspection

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