Spring OSCARS @ Redwood Academy

Spring OSCARS @ Redwood Academy

Unique reference number (URN): 2652525 Address: Waddington Redwood Primary Academy, Redwood Drive, Waddington, Lincoln, LN5 9BN Type: Childcare on non-domestic premises Registered with Ofsted: 31/08/2021 Registers: EYR, CCR, VCR Registered person: Action For Children Developments 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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Behaviour, attitudes and establishing routines Expected standard

Through implementing effective strategies to support children's behaviour, leaders have created a harmonious environment, where children feel safe and confident. They have appropriate rules and boundaries in place, which children have helped decide upon. This helps children to know what is expected of them. Leaders have worked with staff to develop a consistent approach in how they organise the routine of each session. This helps children with special educational needs and/or disabilities (SEND) become familiar with what will happen next and, as a result, they are well prepared for their transitions, such as when it is time to go outside. Leaders have developed ways that promote children's positive attitudes to learning, themselves and others. For example, they plan activities that help children to work well as a team.

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Behaviour, attitudes and establishing routines Expected standard

Parents explain how this out-of-school provision enables their children's regular attendance at school. Leaders work closely with the on-site school to check the reasons for children's absences and to take appropriate action, when needed, to monitor children's welfare. Close partnership working with the school also means that staff are informed about the strategies that teachers use to support children's behaviour and, therefore, a consistent approach is adopted, which is beneficial to all children.

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Behaviour, attitudes and establishing routines Expected standard

Staff praise children's kindness, such as when they help a friend who has had a minor injury. Staff are generally positive role models to children. However, there are some inconsistencies in staff role modelling the behaviour they want to see from children, such as the use of polite manners when asking children to do something.

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Children's welfare and wellbeing Expected standard

Leaders plan sessions with many elements that promote children's overall health and wellbeing. Staff provide children with daily opportunities to play outdoors, where they enjoy physical activities, such as playing ball games, performing gymnastics and using apparatus to practise balance and agility. Leaders plan a snack menu that offers children healthy and nutritious foods. Children say their favourite options are the bananas, apples and pepper sticks. Leaders' intentions are for staff to encourage children's independence at snack time and for children to develop self-help skills. However, the way that staff implement this is sometimes inconsistent, such as when they suggest that children try to make their sandwiches by themselves, but then complete the task for them anyway.

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Children's welfare and wellbeing Expected standard

Staff are aware that some children need more targeted attention to support their emotional wellbeing and mental health, particularly when they are experiencing some personal difficulties. They do this by making sure children have the time, space and communication methods they need to share their feelings and worries.

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Children's welfare and wellbeing Expected standard

Staff help children to develop their personal safety. They remind children of the fire evacuation procedures at the start of each session. Staff adapt practices that help children with special educational needs and/or disabilities to stay safe. For instance, enhancing risk assessments. Staff are alert to the risks that are posed when children access the internet and teach children how to stay safe online.

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Inclusion Expected standard

Leaders have created an inclusive setting, where all children are welcome. They actively work with the on-site school, parents, and external support services to identify and remove barriers that some children face in engagement. Leaders make necessary adjustments so that children with special educational needs and/or disabilities (SEND) can participate alongside their peers. For example, implementing specific risk assessments that enable children with SEND to freely explore outdoors, just like their friends.

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Inclusion Expected standard

Leaders have created a safety plan for every child who needs extra care and attention, explaining to staff and children themselves the measures taken to meet their specific care needs and keep them safe. This is particularly important for children who require extra safeguarding.

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Inclusion Expected standard

Leaders allocate a key person to children who face barriers to their learning and development, to help ensure their care is tailored appropriately. What is lacking in some cases, however, is leaders' oversight to make sure these plans are understood and implemented by all staff. Sometimes, staff who work less regularly do not always act on the information they know about children to remove barriers and support children's overall development.

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Leadership and governance Expected standard

Leaders have taken appropriate action to address the breaches of requirements identified by Ofsted. They have strengthened safeguarding practices and ensured that relevant safeguarding services are fully informed of any concerns staff have had about children in their care. Leaders have provided all staff with safeguarding refresher training and have assured themselves that everyone across the staff team, including the designated safeguarding lead, is confident in their roles and responsibilities to keep children safe.

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Leadership and governance Expected standard

Leaders are working to enhance the staff team through recruiting more permanent members of staff. They understand the importance of robust recruitment checks and a thorough induction for new starters. Leaders know that consistent staffing will be more reassuring for children who face vulnerabilities. Leaders invest in giving staff appropriate training. They recognise that the staff team would benefit from more specific training on special educational needs and/or disabilities (SEND). Leaders have a development plan in place, which includes these priorities as well as continually improving the service they offer to the most vulnerable children.

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Leadership and governance Expected standard

Leaders engage with parents, children, the on-site school that they serve and external support services. They value stakeholder feedback, especially from children, and act on this to develop the setting. Staff report being happy in their roles and enjoy the work they do.

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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 at the setting eager to play and socialise. They know the setting's routines and follow them without prompting, such as washing their hands before heading to the snack table. Children happily oblige when they are asked to do something. For example, to clear their plate after they have eaten. Older children enjoy the added responsibility they are given by staff. For instance, they self-register by ticking their name off an attendance sheet upon arrival. Staff teach children the importance of this task in managing their health and safety. Children enjoy team games. Some play cards with staff and friends, while others join in a game of football outside. Children confidently answer staff's questions about what makes good teamwork, suggesting this includes working together and communicating with each other. Children with special educational needs and/or disabilities (SEND) receive the support

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

they need to be involved at a level that is right for them. Throughout these carefully planned activities, staff shape children's personal and social development.

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

Children have a voice and are involved in how the setting is organised and run. They regularly share their views and ideas with staff, who respond positively by implementing changes. For example, following their feedback, year 5 and year 6 children now enjoy a dedicated space, where they can play more complex games, such as chess, without distractions from other activities. Children are involved in writing the setting's group agreement. This outlines the rules and expectations that all children have committed to. This input means that children are invested and want the agreement to be successful, therefore, motivating their good behaviour. Children who face barriers to engagement, such as those who cannot express their views verbally, are as involved as others. For instance, staff closely monitor their interests to gather their views and respond by ensuring daily activities are linked to what they like to do.

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Next steps

Leaders should make sure there is a consistent approach used by all staff in supporting children to learn self-help skills and to be independent in managing their own care needs. Leaders should encourage staff to consistently demonstrate the behaviours they wish to see, such as using good manners when giving instructions. Leaders should strengthen their oversight of practice to make sure all staff are acting on information they know about children to remove barriers to engagement and support their overall development.

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About this inspection

The inspector spoke with leaders, practitioners, the designated safeguarding lead, 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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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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Address:

Waddington Redwood Primary Academy Redwood Drive, Waddington Lincoln LN5 9BN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Action For Children Developments Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 18:00,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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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