Children's Links RAF Waddington Out of School Club

Club

Unique reference number (URN): 2782625 Address: RAF Waddington, Pip Beck Centre, LINCOLN, LN5 9NB Type: Childcare on non-domestic premises Registered with Ofsted: 15/04/2024 Registers: EYR, CCR, VCR Registered person: Children's Links

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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

Overall, staff manage children's behaviour appropriately and promote positive attitudes. They have rules and boundaries in place, for instance, when children walk with them near the road, to promote their safety. Children understand and follow these rules, walking in pairs and following staff's instructions, when walking to and from school. Staff engage children in developing their own rules, including to walk not run while indoors. At times, staff do not fully promote positive behaviour during some daily routines. Children sometimes struggle to wait patiently with their peers in preparation for snack time and before playing outdoors, for instance. There are some prolonged periods of waiting, which lead to some negative behaviours.

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Behaviour, attitudes and establishing routines Expected standard

Prior to children attending, leaders discuss the importance of regular attendance with parents and carers. If children do not arrive, this is followed up by staff, to promote children's welfare. Staff establish positive relationships with children. When children first start, staff find out about their interests and hobbies. Staff use this information to inform discussions, getting to know children and helping them to feel valued within the club.

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Children's welfare and wellbeing Expected standard

Staff provide children with space to put their belongings, when they arrive at the club. This helps children to feel welcomed and have a sense of belonging. This contributes to promoting their emotional wellbeing. Staff help children to learn about their emotions. For example, they provide books to support children's understanding of feelings and how these can relate to different colours. This is promoted further for children with special educational needs and/or disabilities to help them to regulate their emotions.

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Children's welfare and wellbeing Expected standard

Staff ensure that children follow consistent hand-hygiene routines to promote their health. Staff offer children nutritious snacks and drinks, such as pitta bread with hummus, breadsticks, fruit and water. Children learn about healthy eating through discussions with staff. Children say that fruit and vegetables are healthy. Staff ensure that children receive daily physical exercise. For example, children kick footballs and take part in washing toys and resources.

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Children's welfare and wellbeing Expected standard

Children have experiences to understand how they can keep themselves safe. For example, staff talk to them about limiting their use of screen time. Furthermore, staff discuss road safety with children, when walking with them in the street.

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Inclusion Expected standard

Leaders and staff seek information from parents and carers, when children with special educational needs and/or disabilities (SEND) first start. Staff provide resources and support, including equipment, to promote their physical and emotional needs. For example, staff provide children with the space they need, such as quiet areas to help them regulate their emotions.

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Inclusion Expected standard

Leaders do not liaise consistently with staff at schools that children attend, to gain a fuller understanding of the individual support that children benefit from. This means they do not always have information that may help them to support the needs of children with SEND even further, promoting their engagement within the club to an even higher level.

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Inclusion Expected standard

Partnership working with parents helps staff to understand when children may face changes and challenges in their home environment. This enables them to provide further support to help children adjust. For example, where parents are deployed in the military, staff liaise with families in the home to offer tailored support.

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Leadership and governance Expected standard

Leaders typically reflect on the provision and purchase equipment to enhance children's experiences and to support their needs. This includes adding a summer house that includes sensory resources in the garden. This provides children with a safe and relaxing space to help regulate their emotions. These enhancements have a positive impact on children's experience of their time at the club. However, there are other areas for development that leaders have not identified, such as promoting more positive behaviour during some daily routines and working more effectively with schools that children attend, to support those with special educational needs and/or disabilities more effectively.

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Leadership and governance Expected standard

Leaders support staff through regular supervision meetings and reflect on their practice and wellbeing. Staff attend training courses that develop their knowledge of how to promote children's safety, particularly when supervising them near roads.

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Leadership and governance Expected standard

Leaders and staff use an online application to share information with parents and carers about activities children have taken part in during their time at the club. This also enables staff to quickly share any information about accidents and injuries to promote children's wellbeing. Leaders help children to build on their awareness of the local community. For example, they provide activities to promote understanding about military families.

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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 warmly greeted as they are collected from school by familiar staff, who know them and their families well. Children chat with staff about their lives and generally benefit from support that meets their needs. This results in children having positive and trusting relationships with staff and their peers. For example, when children leave the club, their friends write poems full of praise for their character and personality. This shows children how they are valued by their peers.

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About this setting

Unique reference number (URN): 2782625 Children's independence skills are promoted well. For example, they choose what they want to eat, self-serve their food and help prepare their own snacks, alongside their friends. Children develop their knowledge and interests through the activities on offer. For example, they find out about dinosaurs from books and share their knowledge about different types of dinosaurs with their friends. Children develop this further during dinosaur-based crafts. Children share resources, such as scissors and glue, selecting materials to add to their pictures to represent dinosaur bones. Younger children have their own scrapbook, where they can add drawings of their favourite things, such as dogs, food and colours they like. They look at these books, and add to them, sharing experiences and their uniqueness. This gives children a sense of belonging within the club.

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About this setting

Information about children's needs is sought from parents and carers, when they first start at the club. This helps staff understand how to support children with special educational needs and/or disabilities. Children have space to regulate their emotions and are provided with equipment to meet their physical needs, for instance. Staff monitor children's attendance to promote their welfare effectively.

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Next steps

Leaders should help staff to strengthen daily routines, to support children's behaviour further during key times in the sessions. Leader should strengthen partnership working with schools that children attend, to meet their individual needs even more effectively.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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:

RAF Waddington, Pip Beck Centre LINCOLN LN5 9NB

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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 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 03:30 - 06:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 06:00

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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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