Padgate Wasps

Padgate Wasps

Unique reference number (URN): 2763785 Address: Christchurch C of E Primary School, Station Road, Padgate, WARRINGTON, WA2 0QJ Type: Childcare on non-domestic premises Registered with Ofsted: 13/12/2023 Registers: EYR, CCR, VCR Registered person: Wasps Care 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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Achievement Strong standard

All children, including those with special educational needs and/or disabilities achieve well from their individual starting points. Children display high levels of confidence in their interactions with both adults and children. They listen carefully and speak using an extended vocabulary. Children are independent and imaginative learners, who use their growing knowledge and skills in their play. For example, children make lists of features which they need to include when making a 'bug hotel'. They display impressive physical skills when digging in the outdoor area and loading a wheelbarrow with bricks. In addition, they demonstrate strong mathematical skills when they count the number of children in the room or the number of bricks in a pile.

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Achievement Strong standard

Children are very well prepared for their next steps, such as starting school. They confidently put on their coats, wipe their own noses when needed and unpack their lunch independently. These strong independence skills prepare children very well for their transition to school.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have very clear expectations for behaviour, which all children understand. Staff are excellent role models. They are friendly, kind and full of praise and encouragement for the children. Relationships are respectful and warm. Staff speak with genuine pride about the children's achievements and children enjoy lots of cuddles and shared laughter whilst at the setting. When a child trips over, other children rush over to them to check if they are alright and to comfort them. Any very occasional disagreements are sensitively and calmly dealt with by staff, who explain to children the expectations for behaviour and the importance of kindness and sharing.

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Behaviour, attitudes and establishing routines Strong standard

Routines are very well developed. Leaders have adopted a thoughtful approach to ensure that all children are well supported to take part in the day-to-day activities of the setting. For example, when needed, some children use a 'now and next' board to support them to be prepared for transitions. This means that children consistently display excellent standards of behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children display highly positive attitudes to their learning. For example, they are extremely determined when digging a hole in the outside area. They take turns to use the spade, working hard together to move the soil and to dig out any stones.

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Behaviour, attitudes and establishing routines Strong standard

Leaders recognise the importance of regular attendance. They monitor and follow up on non-attendance and work positively with parents to promote the importance of consistent attendance patterns and punctuality.

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Inclusion Strong standard

Leaders and staff are dedicated to ensuring that all children are well supported to overcome any barriers to learning at this highly inclusive setting. Leaders are pro-active in swiftly identifying when there may be delays in children's development. Leaders and staff work in a highly supportive and positive partnership with parents and other agencies, such as Speech and Language services to precisely identify the very best support and interventions for children with special educational needs and/or disabilities. For example, children are supported to understand the routines of the day via symbols and social stories when appropriate. This ensures that all children are able to benefit from the curriculum and make positive progress in all areas of learning.

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Inclusion Strong standard

Leaders and staff know the children and families very well. They use this knowledge to ensure that children who may face barriers to learning, such as those known to social care or those who are eligible for additional funding, are effectively supported to make the most of the opportunities on offer and to thrive. Staff sensitively provide emotional support to children when needed. Leaders signpost families to additional resources and support, such as holiday activities. This ensures that children are able to access their full entitlements and benefit fully from the wider community offer.

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Children's welfare and wellbeing Expected standard

Leaders and staff have created a safe and welcoming environment, where children play and learn happily together. Staff support children to understand about their feelings using a range of age-appropriate resources, such as story books and soft toys. This enables children to increasingly recognise and discuss their own emotions. Children are confident when managing their own needs, such as using the toilet, washing their hands or helping themselves to a drink of water.

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Children's welfare and wellbeing Expected standard

Leaders encourage parents to provide healthy packed lunches for their children. They further develop children's understanding of healthy eating through cooking activities and recipe cards which are shared with parents. At lunchtime, children sit in small social groups and chat politely with their friends. Staff and children discuss the importance of drinking plenty of water in order to keep 'hydrated' and why fruit and vegetables are nutritious. Children are taught about the importance of exercise when taking part in regular runs on the field and learn about the impact of exercise on their bodies.

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Children's welfare and wellbeing Expected standard

Children learn about how to stay safe, both on and offline. However, in some areas, such as internet safety, this area of the curriculum is less well-developed for younger children. This means that they have less opportunity to develop their knowledge.

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Curriculum and teaching Expected standard

Leaders have carefully developed a curriculum which clearly identifies what children should learn. Staff use a range of assessments to identify children's starting points and what they need to learn next. They track children's progress formally and on an ongoing basis to monitor the impact of the curriculum on children's progress.

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Curriculum and teaching Expected standard

There is a focus on developing children's confidence, especially with their communication and language. Staff take every opportunity to talk to children, to discuss their learning and to introduce new and interesting vocabulary. For example, children discuss thoughtfully how they can make cars roll faster down a ramp in the outside area. They are well supported by staff to use mathematical language such as 'faster' 'slower' 'higher' and 'lower'. Staff ensure that they speak clearly to children, give them time to answer and that all children are included in the conversation.

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Curriculum and teaching Expected standard

Overall, children are supported to understand similarities and differences between themselves and others and what makes them unique. They visit a nearby retirement village and take part in singing sessions with older people. This supports them to understand their place in the community. However, some aspects of the curriculum, such as supporting children to understand and celebrate their own and other's cultures are not as fully developed. At these times children's understanding of themselves as a unique child is not consistently enhanced.

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Leadership and governance Expected standard

Leaders are reflective and typically identify the strengths and areas for development of the setting. They have an in-depth understanding of the diverse needs of the children who attend and are fully committed to meeting the needs of all children. This highly inclusive ethos and approach supports all children, including those with special educational needs and/or disabilities or who have other barriers to their well-being and learning to make progress and achieve well.

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Leadership and governance Expected standard

Leaders are very well supported by the wider team and benefit from sharing knowledge and good practice with other managers in regular meetings. This ensures that the setting continues to develop and improve. Staff feel well supported with their workload and wellbeing. They clearly enjoy being part of a small, supportive team and say that they feel appreciated and valued by leaders. Staff benefit from regular, individual meetings to review their work and identify any training and professional development needs.

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Leadership and governance Expected standard

Leaders and staff work in a close partnership with parents and other professionals, which helps to support and meet children's needs. Staff share useful information with parents about their child's care needs and learning. Parents are highly appreciative of leaders and staff and what the setting provides. They say that their children are happy and settled and love attending. Parents of children with any additional needs in particular,highlight the high level of support which they receive from leaders and staff and the positive progress which their child has made.

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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 learning and playing together at this happy, nurturing and inclusive setting. Relationships between children and their friends and with staff are respectful, caring and thoughtful.

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

In the outdoor area children work together to make a farm building from bricks for their toy animals. They are engrossed in a discussion about why the roof is too low and that the fact that it might hurt the animals inside. Children work together to make the roof higher and are

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Inspector:

Sarah Gower-Jones delighted when the animals fit neatly inside. This shows how children are developing their critical thinking skills and how they work co-operatively together.

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Inspector:

Children have great fun bathing dolls in a large tub of bubbles. They chatter to each other, gently encouraged by staff to describe what they are doing and what the bubbles feel like. This supports children to become confident communicators and to develop their vocabulary. Children with any additional needs benefit from thoughtful and sensitive support to make the most of the curriculum on offer. This ensures that all children make secure progress in all areas of learning.

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Inspector:

Children behave extremely well at the setting. They show an excellent understanding of the behaviour expectations and are polite and kind to each other. At a signal, all children help to tidy up the toys and get ready for lunch. They wait sensibly to independently wash and dry their hands before settling quickly to unpack their lunch and eat together. This positive development of their independence and understanding of routines prepares children well for their next steps, such as starting school.

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Inspector:

Leaders work in a positive partnership with parents to support children to maintain a regular pattern of attendance. Parents are highly appreciative of the regular two-way sharing of information about their child's development and progress and the 'care and support for the whole family' offered by the whole staff team.

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Next steps

Leaders should further enhance the planned curriculum to ensure that there is an even sharper focus on supporting all children to understand what makes them unique. Leaders should further develop the curriculum to ensure that younger children gain an even deeper understanding of how to keep themselves safe online.

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About this inspection

The inspector/inspectors spoke with leaders, practitioners and the 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.

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Address:

Christchurch C of E Primary School Station Road, Padgate WARRINGTON WA2 0QJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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

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