Willows Huish

Willows Huish

Unique reference number (URN): 2783286 Address: Huish Primary School, Carisbrooke Gardens, Yeovil, BA20 1AY Type: Childcare on non-domestic premises Registered with Ofsted: 08/03/2024 Registers: EYR, CCR, VCR Registered person: Whetham, Charlotte Rosanne

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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

Leaders have established a highly inclusive culture within this after-school provision. Leaders and staff are committed to ensuring that all children, including those with special educational needs and/or disabilities and with other barriers to engagement and wellbeing, are fully supported to access all activities and benefit from all aspects of the provision. Effective systems are in place to identify needs and implement plans to reduce barriers. Staff use detailed knowledge of individual children to consistently make a difference, for example information is shared effectively at transition points.This partnership with the host school ensures staff are well informed with detailed, current information about children's needs, wellbeing and experiences.

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Inclusion Strong standard

Leaders and staff work in partnership with outside agencies, parents and carers to plan and implement tailored support, ensuring that recommendations are understood and consistently applied within the provision, for example working with health professionals. This coordinated approach ensures that strategies used can be mirrored in the after-school club. This supports continuity in children's support and helps them feel safe and make progress. Staff review support and adapt practice in response to advice and to reflect the changing needs of children, for example supporting the emotional needs of children. This ensures that the provision makes a sustained difference to their opportunities and experiences.

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Behaviour, attitudes and establishing routines Expected standard

Children arrive happily at the after-school provision and are eager to share their news and ideas with staff and their peers. Children understand and follow the routines and boundaries. For example, older children arrive and help to set up the space for snack time, after putting their belongings away, without being prompted. Children's individual needs and circumstances are known and supported by staff. Children with special educational needs and/or disabilities are supported to establish positive routines and inclusive practices are used by staff, for example songs and actions are used to reinforce the rules. Relationships between children and staff are warm and nurturing. This supports children to be confident and feel safe to share how they are feeling.

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Behaviour, attitudes and establishing routines Expected standard

Staff use praise and encouragement to promote positive behaviour effectively, for example praising children for sharing and taking turns. Children play together during games in the outside areas, and get along very well. For instance, children across the age groups play collaborative games of football and chasing games, engaging positively with each other. Children take turns, help each other with challenges and offer comfort and a hug, when their friends are upset. Older children support their younger peers, for example playing hide and seek with dolls, explaining the rules and modelling how to play. Systems are in place to monitor attendance and leaders take steps to address any concerns, in collaboration with the host school.

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Children's welfare and wellbeing Expected standard

Leaders and staff create a safe, welcoming space. Children enjoy playing together, access outdoor learning and are taught about the importance of staying healthy. For example children are encouraged to have a rest when they have been playing outside, and to come in and have a drink. However, snack time is not consistently used as an opportunity to promote and discuss healthy eating or for children to develop their understanding.

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Children's welfare and wellbeing Expected standard

Staff support children's individual needs and help them to become independent in managing their personal needs. Snack time is an opportunity to build independence skills. For example, children help with washing up and setting up the space. Children are encouraged to use manners, such as saying please and thank you. Staff address and reduce barriers to engagement and wellbeing through warm relationships and knowing children's individual needs well. They are responsive to children's changing circumstances and prioritise their welfare and wellbeing. Children are reminded of the rules to help keep themselves safe. For example, staff remind children where it is safe to climb. Staff model key skills and children are encouraged to try new things and build on what they can do. Children enthusiastically say, 'I can do it' when they become independent on the balancing equipment.

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Leadership and governance Expected standard

Leadership is effective and children are safe, well supervised and engage in purposeful play. Leaders understand the context of the setting and are keen to develop the provision further. For example, there are plans to further develop play experiences by enhancing the resources that are available. Staff wellbeing is prioritised by leaders and staff feel valued and supported.

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Leadership and governance Expected standard

Leaders make decisions that are in the best interests of children. They are ambitious for all children and provide secure and tailored support for children with special educational needs and/or disabilities and those who face other barriers to engagement and/or wellbeing. Leaders liaise with staff at the host school and external professionals, when necessary, to support children's needs. There is a programme of training to support staff's professional development. This includes training to support the specific needs of children. Typically there is regular, constructive feedback to support staff. A culture of continuous improvement in which staff consistently seek, accept or offer feedback as part of their practice is not yet embedded, which limits opportunities for reflection.

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Leadership and governance Expected standard

Leaders maintain secure relationships with parents and carers, who speak positively about communication and the experiences their children have at the after-school club. Engagement with parents and professionals during transitions is thoughtfully managed, supports children to settle quickly and ensures adults can be responsive to their needs. Leaders work in collaboration with families to ensure children are included and thrive at the after-school club, for example through regular communication and effective information- sharing systems.

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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 happy and enthusiastic as they come to the club after their school day. Children greet each other warmly and receive a friendly welcome from staff, who know them well. Staff make time to listen and chat with children about their thoughts, ideas and things that are important to them. Staff celebrate when children master new skills and when they are proud of something, which supports them to flourish. Children feel safe and reassured that they will be listened to. They are confident and typically understand routines, building independence and taking responsibility for daily tasks. Families are overwhelmingly positive

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About this setting

Unique reference number (URN): 2783286 about the time their children spend at the club and value the sharing of information about their child and their unique needs. Children attend the after-school club regularly and benefit from clear, well established routines that promote the importance of good attendance.

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About this setting

Children, including those with special educational needs and/or disabilities (SEND), enjoy a range of activities that reflect their interests and support their needs. Children with SEND are well included in the after-school club; they are supported sensitively and enabled to take part alongside their peers with confidence and enjoyment. Provision is skilfully adapted so that children with SEND participate equally and thrive. Relationships between children are positive, as they engage in free play and explore the outdoor provision. Children play collaboratively and older children support their younger peers, such as when they explore the outdoor space and engage in team games and role play. Children demonstrate kindness, patience and treat each other with respect. They take turns, share equipment and listen to each another. Children flourish in this nurturing, welcoming environment and are proud of their achievements, For example, children beam

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About this setting

with pride as they score a goal and when presenting a pretend pizza, in a role-play restaurant.

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Next steps

Leaders should further embed a culture of continuous improvement in which staff consistently seek, accept or offer feedback as part of their practice. Leaders should consistently use snack time as an opportunity for children to develop their understanding of healthy choices.

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About this inspection

The inspector spoke with leaders, staff 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.

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Address:

Huish Primary School Carisbrooke Gardens Yeovil BA20 1AY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Whetham, Charlotte Rosanne

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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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