Coupals Academy Wrap Around Care

Coupals Academy Wrap Around Care

Unique reference number (URN): 2787580 Address: Coupals Primary Academy, Chalkstone Way, Haverhill, CB9 0LB Type: Childcare on non-domestic premises Registered with Ofsted: 13/06/2024 Registers: EYR, CCR, VCR Registered person: Prestige Sports Development 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

Typically, children know what is expected of them. For example, children intrinsically walk sensibly in line when they are collected from their class to the club. Staff praise their actions which helps children to continue carrying out these important routines that can maintain their safety.

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Behaviour, attitudes and establishing routines Expected standard

Children show great attitudes to learning and practice writing their name on their artwork when encountered by staff.

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Behaviour, attitudes and establishing routines Expected standard

Generally, children are polite and show positive and respectful behaviours. For example, children often say 'excuse me' when they would like to talk to staff. Generally, staff remind children to use words, such as 'please' and 'thank you' when appropriate, to further instil their understanding of good manners.

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Behaviour, attitudes and establishing routines Expected standard

Robust settling-in processes and a consistent, small staff team help children to develop caring and positive bonds with staff. Parents and children can meet staff before starting to discuss any additional support needed. For example, calming and quiet spaces are provided for children to visit at times of overwhelm. Children can begin to self-regulate their emotions through reading a familiar book or having some space to relax. The supportive and inclusive environment can boost all children's overall happiness and enthusiasm to regularly attend, particularly those children with special educational needs and/or disabilities.

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Children's welfare and wellbeing Expected standard

Leaders regularly monitor staff practice to ensure staff provide high-quality, safe and inclusive care for all children. Leaders regularly reflect with staff and leaders from the host school to improve the service they provide. For example, recent adaptations to how parents collect their children further assures their safety. It also enhances daily communication staff have with parents. This greatly benefits those children with special educational needs and/or disabilities (SEND). For example, staff can gather up-to-date information about children with SEND. Staff use this knowledge to ensure children's happiness and care needs are continuously met appropriately.

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Children's welfare and wellbeing Expected standard

Staff meticulously follow daily risk assessments to ensure children with special dietary requirements or allergies to food, always have their care needs met. Children develop good hygiene routines in age-appropriate ways. This supports children's health and wellbeing at the club.

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Children's welfare and wellbeing Expected standard

Mealtimes are sociable and well-organised. Children build on their social communication and friendship making skills as they talk about their favourite foods. Staff sit with children to ensure their safety while they eat. Typically, staff teach children how to keep themselves safe at the club, such as reminding children to use 'walking feet' indoors. However, at times, staff provide mixed messages surrounding behaviours expected of children at the club. This can reduce children's ability to become increasingly independent at managing and reducing potential risks for themselves.

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Inclusion Expected standard

Before children start at the club robust enrolment procedures are efficiently followed. Leaders ensure they are gathering information about individual children from their parents and carers before starting. This includes what children's interests are or any barriers to learning they may have, such as special educational needs and/or disabilities (SEND). This means that any extra support can be put in place to meet the individual needs of children.

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Inclusion Expected standard

Where extra support is identified leaders work collaboratively with others, such as teachers involved in children's daily care. This can assure staff put the right support in place, such as visual timetable to ease anxieties and help children who can find transitions difficult. This can encourage regular attendance and ensures all children including those with SEND have the same opportunities to thrive and participate in their preferred choice of activity.

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Inclusion Expected standard

Children love the variety of arts and craft activities on offer. Older children support their younger peers by teaching them colouring techniques they have learned. However, staff do not always fully consider how to adapt activities to ensure younger children can access activities comfortably and frequently make independent choices. For example, the height of tables to sit at, means sometimes children wait and ask their peers to choose coloured pens they would like to use.

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Leadership and governance Expected standard

Typically, leaders have a broad understanding of the club's strengths and take action to improve areas identified for improvement. For example, leaders have recently revised timetables for the use of sports equipment. These improvements enable staff to identify more efficiently when resources are available and not being used at another venue. This assures that planned activities consistently go ahead and avoids any disappointment for children.

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Leadership and governance Expected standard

An efficient system is in place to collect children from the host school and walk them to the club. The provider communicates with children's teachers, who pass on any relevant information about the children's day. This assures children's ongoing safety and wellbeing.

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Leadership and governance Expected standard

Staff explain that their workload is manageable, and they feel supported in their roles. Staff report excellent wellbeing and appreciate the active role leaders play in the day-to-day running of the club. Generally, leaders identify staffs training needs and where further coaching and modelling can improve their overall effectiveness at the club.

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Leadership and governance Expected standard

Parents express how their children look forward to attending the club and talk positively about the friendly staff team. Generally, parents are happy with the communication they receive about their children's time spent at the club. Children with special educational needs and/or disabilities, or other barriers to learning thrive at the club, with the tailored support provided to them.

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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 clearly enjoy attending the club. As they walk from their classrooms, they talk excitedly about activities they are keen to do again. They feel comfortable and safe in the environment. On arrival, they confidently put their belongings away and eagerly greet the friends they have made. Children build warm, positive relationships with staff and their peers. Many staff also work at the host school, which helps children settle quickly because they know and trust the adults caring for them. Children show high levels of confidence.

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Inspector:

They often invite staff into their play and proudly ask visitors to listen to songs they have written and sing at the club.

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Inspector:

Bespoke settling-in processes ensure that any extra support children may need at the club is in place. This ensures all children including those with special educational needs and/or disabilities have their overall needs met from the beginning.

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Inspector:

Robust policies and well-structured care plans ensure the safety of all children, including those children with health care needs. Children's safety and welfare is prioritised. Staff demonstrate excellent knowledge of how they minimise children's exposure to allergens during activities such as mealtimes. Children's attendance is consistently enhanced by the safe, tailored environment that builds parental trust. Healthy eating habits are promoted as children are offered healthy meals and snacks.

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Inspector:

Children enjoy letting off steam at the end of the school day with plenty of opportunity for outdoor play. Children delight in team sports such as football and basketball. Children's experiences are broadened with activities they can book onto such as archery. Children express how art and crafts and baking are a favourite choice of activity. Tabletop games are particularly popular with older children. Older children show kindness towards their younger peers and readily encourage them to join in their play. Staff praise children for acts of kindness towards their peers. This helps to reinforce behaviours expected of them at the club.

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Next steps

Leaders should help staff to provide consistent support for children to strengthen their understanding of how to assess and manage any potential risks for themselves. Leaders should support staff to consistently focus on adapting the organisation of popular activities to ensure all children can fully participate in ways that promote independent choices and fulfilment.

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About this inspection

The inspector spoke with leaders, staff, head teacher, parents and children 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. Louisa Taylor

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Address:

Coupals Primary Academy Chalkstone Way Haverhill CB9 0LB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Prestige Sports Development Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:25 - 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. 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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