The Wasps

The Wasps

Unique reference number (URN): 2795587 Address: St. Peters Rc Junior & Infant School, Adams Hill, Birmingham, B32 3QD Type: Childcare on non-domestic premises Registered with Ofsted: 18/06/2024 Registers: EYR, CCR, VCR Registered person: Marley, Ann Brenda

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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

Leaders have high expectations for all children to thrive. They ensure children have a clear understanding of the expectations for their behaviour. Staff typically promote the rules and routines in the setting effectively. As a result, children behave well. Children demonstrate kindness and respect towards staff and their peers. Furthermore, children are helpful in supporting staff to tidy away. In the main, staff reward children positively. This reinforces leaders' high expectations for behaviour and is embedded with the children who attend the setting.

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Behaviour, attitudes and establishing routines Expected standard

Children follow well-established routines, this ensures transitions to the setting are managed with ease. They follow effective hygiene practices and know to wash hands before snack, often requesting to wash hands after messy activities. Children who arrive later are warmly welcomed into the setting. In the main, staff help children to settle into the setting's routine. This ensures all children feel secure, included and their wellbeing is supported effectively during their later arrival. Staff monitor and update children's attendance closely. They ensure parents notify them of any changes to children's attendance at the club.

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Behaviour, attitudes and establishing routines Expected standard

Children typically access a broad range of activities, indoors and outdoors. Staff flexibly respond and adapt the provision to support those with barriers to learning. They sensitively support children, offering them choices to choose activities independently. For example, staff provide effective assistance for children to engage in meaningful imaginative play. Children receive time and encouragement to explore the dolls with support. Staff encourage perseverance to turn clothing the correct way. They use questioning to support children to build their confidence and thinking. This helps children to develop their social skills and resilience. Staff demonstrate a clear understanding and inclusive approach to those children with barriers to their wellbeing. They swiftly recognise children who are unsettled or uncertain about the routine. Staff sensitively support children to find out how they are feeling

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Behaviour, attitudes and establishing routines Expected standard

and adapt their routine to provide appropriate care.

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Children's welfare and wellbeing Expected standard

Children's welfare is a priority and staff support children's wellbeing effectively. Staff welcome children into the club. Children chat to staff and their peers about their day. In the main, staff have close links with school staff, particularly for children with special educational needs and/or disabilities and those with barriers to learning. Furthermore, leaders ensure children's welfare and wellbeing are fully supported. They place an emphasis to aid a smooth transition with extra care and attention for all children. Children are generally curious and comment how much they enjoy attending the club. They report they enjoy time to play, be with their peers and explore the range of activities. As a result, children feel valued and confident to express themselves.

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Children's welfare and wellbeing Expected standard

In the main, children are sociable and have positive relationships with staff. Staff are positive role models and approach children in a calm manner. Children have opportunities to independently choose their play and politely request when they want to do something different. Furthermore, children behave positively and play extremely well together. They help each other to carry toy boxes before exploring and engaging. Leaders generally ensure an effective key-person system is in place. They are proactive in recognising the needs of new staff and plan carefully to assign children and staff together to build secure relationships.

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Children's welfare and wellbeing Expected standard

Children are generally provided with healthy and nutritious snacks and regularly serve fruit. Staff socialise with children during snack. In the main, older children help younger children and positively engage with them during snack and playtimes. Staff typically encourage children to develop independence throughout daily routines. Children clear away their own plates and use the water fountain as and when needed. Staff help children to understand how to stay safe. They use themed sessions to develop children's awareness of online and road safety. These discussions increase children's knowledge to develop a sense of safety.

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Inclusion Expected standard

Leaders demonstrate the club is a fully inclusive environment for all children. They obtain as much information as possible to ensure children's needs are met and reduce any barriers at the club. Leaders are trained to support children with special educational needs and/or disabilities (SEND) and share useful information with staff to deepen their awareness. In the main, they have close links with the school staff to ensure that children's transition from school into the club are made with ease. For example, effective partnerships support children's transition to the club. School staff assist children with SEND and escort them to the club. Staff generally gather relevant information to aid a smooth handover. As a result, children with SEND and barriers to their engagement are well supported, and their wellbeing is consistently promoted throughout the transition process.

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Inclusion Expected standard

Partnerships with parents, club staff and school are highly effective. Parents report leaders support their children's needs well and take on board useful interventions required to support their child's individual needs. In the main, leaders meet regularly with school staff to ensure they exchange useful information. They discuss strategies and techniques to maintain a consistent approach to support children in their care. Furthermore, staff know children well. They offer those with barriers time to relax, regulate and give children space when needed. As a result, staff are sensitive to children's needs to ensure everyone is included.

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Leadership and governance Expected standard

Leaders have high expectations for all children and have a clear vision for the setting. They have regular meetings with staff to discuss training or any arising concerns. Leaders have a clear understanding of the strengths in the club. However, they recognise some staff are less confident in their interactions with children during activities. On occasions, newer staff do not consistently engage children in meaningful conversation or encourage them to talk about their experiences and interests. Leaders are reflective and understand the need to support staff through targeted coaching and professional development to ensure all interactions with children are effective.

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Leadership and governance Expected standard

Leaders have effective partnerships with the host school. They regularly share and exchange information well to ensure they meet children's needs, particularly for those with special educational needs and/or disabilities and barriers to learning. These close relationships ensure staff can swiftly manage children's needs and assess or adapt any changes at the setting where necessary. Leaders understand their responsibility to maintain required standards and ensure staff suitability. However, not all references have been obtained in a timely manner. This means that recruitment procedures are not fully consistent with the setting's best practice as part of their recruitment policies. In the main, leaders recognise this and take appropriate steps to mitigate any potential risks by ensuring that staff are supervised effectively at all times until all checks are complete. As a result, children's safety and wellbeing are maintained. Leaders remain committed to strengthening

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Leadership and governance Expected standard

systems further to ensure full consistency in all aspects of safer recruitment.

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Leadership and governance Expected standard

Staff complete mandatory training and undertake additional training based on their own interests. Leaders share updates, new learning and support staff wellbeing. They cascade new information to the team to support children at the club. Staff clearly enjoy spending time with the children and demonstrate plenty of enthusiasm in their roles. Parents are complimentary about the partnership they have with the setting. They express how their children are excited about the activities and friendships they have built within the club.

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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 arrive safe, happy and settle into a fully inclusive and warm club. They are welcomed by staff and follow a well-established routine with ease. Children have a deep sense of belonging in the club. They engage confidently with their peers, chatting together about their school day. This demonstrates children have secure attachments with staff and clearly enjoy their time at the club. Children benefit from a broad range of experiences that promote their interests and enjoyment. Staff ensure activities meet children's age and development, helping them to thrive.

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

Children have ample opportunities to unwind and relax after school, supported by a well- balanced mix of routine and structure. Staff purposefully provide children with choices about their play, enabling them to join in large or small groups in different areas of the setting. Children decide whether to engage in activities, such as arts and crafts, building and construction or large-group games. These opportunities support children to develop positive social skills and increasing independence. Children learn to make decisions and take responsibility for their play. This contributes effectively to their social development.

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

Staff are fully committed to ensure that transitions from school to the club are well planned. Leaders demonstrate effective knowledge to support children with special educational needs and/or disabilities (SEND) and those with barriers to learning well. They have developed highly effective and consistent transitions with school staff to ease children into the club. Furthermore, children with SEND and those with barriers to learning are fully included and supported to play and explore alongside their peers. This consistent approach ensures all children build their confidence to help them flourish.

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Address:

St. Peters Rc Junior & Infant School Adams Hill Birmingham B32 3QD

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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 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 17:50

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Next steps

Leaders should develop opportunities to help staff recognise where and how they can improve with appropriate coaching and mentoring, to ensure staff understand and know how they can engage more effectively to enhance the quality of children's experiences. Leaders should review and strengthen the recruitment and suitability procedures to ensure all required references are obtained promptly and consistently, in order to ensure practices are fully robust and aligned with best practice.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers. Written comments from parents were also viewed 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. Local authority: Birmingham

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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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