Spring Meadows at The Cranbourne Primary School

School

Unique reference number (URN): 2761293 Address: Cranbourne School, Bridle Way North, Hoddesdon, EN11 9PP Type: Childcare on non-domestic premises Registered with Ofsted: 15/11/2023 Registers: EYR, CCR, VCR Registered person: Prior, Louise Anne

p.1

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.

p.2

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.2

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.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff set expectations for children's behaviour and attitudes, and children generally behave well. Children of different age groups play together, demonstrating positive social skills. Staff model and reinforce expected standards of behaviour, which children understand and follow consistently. However, at times, staff do not follow up on children when they forget their manners. They also do not positively reinforce to those children who do demonstrate positive behaviour. This means that, at times, some behaviours are not followed up on, for example children using manners during snack times.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children typically behave well within the setting. They are able to share, take turns and adapt their play to ensure others can enjoy the resources and space available. When minor conflicts arise, staff respond promptly, supporting children to resolve issues in a calm and constructive manner. Children are encouraged to be kind and fair, and to apologise to one another when appropriate. However, staff do not consistently support children further to develop their independence in finding their own resolutions to problems and conflicts.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff have positive relationships with children, who confidently seek them out to join in games and activities. Children treat resources with respect and purpose. They understand the importance of tidying away once they have finished playing. Although attendance is not compulsory, leaders demonstrate a clear understanding of the importance of children's regular attendance. They work closely with the school to monitor children's attendance. Leaders follow up on any unexplained absences or when children are missing from a booked session.

p.2

Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are well understood by staff across the setting. Staff build close, secure and nurturing relationships with the children in their care. They create a warm and welcoming environment. This is evident at collection times, when children happily greet staff with affection, such as cuddles. This demonstrates the close bonds that children and staff form.

p.2

Children's welfare and wellbeing Expected standard

Staff demonstrate an awareness of how some situations may impact on children's feelings, providing opportunities for them to express their emotions. Staff guide children in understanding and managing these feelings, helping them to develop important social and emotional skills. However, at times, children do not receive sufficient time or opportunity to consider and resolve conflicts independently or to explore alternative outcomes.

p.3

Children's welfare and wellbeing Expected standard

Staff encourage children to make independent choices, particularly about the food they eat. Children are offered a range of snacks and breakfast cereals, which promotes some independence as well as some awareness of healthy eating habits. However, the same variety is offered each evening, and staff do not use this time effectively to discuss the importance of a healthy diet. This therefore limits children's exposure to making healthy choices.

p.3

Children's welfare and wellbeing Expected standard

Children also benefit from regular access to the school playground and outdoor resources. This provides valuable opportunities for outdoor play, supporting their physical development and helping them to understand the importance of being active.

p.3

Inclusion Expected standard

Staff know children well and generally ensure that they cater for all children's needs. They provide children with opportunities to make free choices and be independent in their play. When children are enrolled in the setting, parents and carers are happy with the processes. They talk positively about staff sharing information and making any small adaptations that their children may require.

p.3

Inclusion Expected standard

Leaders talk knowledgeably about how to make a difference to those children who may have barriers to their learning. They can identify needs that children may have and how those adjustments might look within the setting. Staff and leaders work closely with the school. They share information pertaining to children with special educational needs and/or disabilities (SEND) between the settings. This means that children have continuity of support across their school day.

p.3

Inclusion Expected standard

Staff show an understanding of how to support children with SEND. Leaders general identify how they could implement any adjustments that children may require, and they talk confidently about the links that they make with school staff to understand the children better. Children's wellbeing is a high priority. Staff support all children in the setting to use the space and resources variously, taking into account their varying age ranges.

p.3

Leadership and governance Expected standard

Leaders demonstrate an understanding of their setting and the context in which it operates. They have high expectations for all children in their care and ensure these are reflected in staff's day-to-day practice. This creates a positive environment, where children are supported to engage and behave well. Those staff responsible for inclusion and safeguarding show an understanding of their roles and statutory duties. This ensures that children's safety, wellbeing and individual needs remain a priority at all times.

p.3

Leadership and governance Expected standard

Staff speak positively about leaders, describing them as approachable, supportive and understanding. They report feeling valued and appreciated in their roles, which contributes to positive morale and effective staff retention.

p.4

Leadership and governance Expected standard

Leaders demonstrate a willingness to improve practice. They are able to identify areas for development, showing a commitment to ongoing improvement. Leaders recognise that improvements could be made to staff supervision sessions and continuous professional development. They acknowledge that these can be difficult to manage due to staff working patterns. As a result, this causes some weaknesses in how staff demonstrate managing some children's behaviours.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children are confident and secure within the setting. They clearly demonstrate a sense of belonging. On collection from school, children warmly greet staff with cuddles and conversation. They show how happy and comfortable they feel in their care. During the short walk to the setting, children eagerly engage in conversation, sharing details about their day at school.

p.5

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

On arrival, children show a clear understanding of the established routines. They independently hang up their coats and place their water bottles in the designated area. The session begins with the group coming together on the carpet. After this, children confidently choose what they would like to do and who they would like to play with. Staff plan the environment to offer ample space for a range of activities, including opportunities for small- group play, as well as quieter areas for relaxation and socialising.

p.5

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

Children freely access resources and feel confident to approach staff to request additional materials or support. Staff interact positively with children, joining in their play. They provide opportunities for children to develop new skills. Children demonstrate positive levels of concentration and perseverance, for example, when practising hula-hooping and crochet. Staff provide encouragement and praise, helping children to remain motivated. Children speak positively about their experiences in the provision.

p.5

Next steps

Leaders should consider ways to further support children's healthy eating choices during mealtimes, promoting lifelong healthy habits. Staff should consider how to further embed a culture of high expectations for children's behaviour and reinforce these consistently, and with clear and purposeful intent, ensuring that children fully understand and adopt positive behaviours in all aspects of the setting. Leaders should use their analysis of the setting's strengths and weaknesses proactively to drive continuous improvement, informing clear actions and measurable outcomes.

p.5

About this inspection

The inspector spoke with leaders, staff and children during the inspection.

p.5

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

p.5

Address:

Cranbourne School Bridle Way North Hoddesdon EN11 9PP

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

5 to 9

registered person must ensure that this provision complies with the statutory framework for children's learning, development and care, known as the the early years foundation stage.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.8