Holiday Club at Holy Trinity Primary School

Holiday Club at Holy Trinity Primary School

Unique reference number (URN): 2792994 Address: Holy Trinity Primary School, South Street, Taunton, TA1 3AF Type: Childcare on non-domestic premises Registered with Ofsted: 17/06/2024 Registers: EYR, CCR, VCR Registered person: AO Sports Coaching 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

Children show positive attitudes towards the activities staff provide. Children make choices about what they would like to do and participate willingly in activities. They show enjoyment in both structured and free-choice experiences. For instance, children laugh with staff as they paly circle games together.

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Behaviour, attitudes and establishing routines Expected standard

Children mostly respond well to staff's expectations and generally behave well. They follow established routines, respond promptly to requests to tidy up and move from inside to outside safely and appropriately. Staff support children with additional needs well during these transitions. This helps staff to maintain a calm and organised environment. Leaders and staff follow clear attendance and punctuality procedures. They follow up promptly when children are late or absent.

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Behaviour, attitudes and establishing routines Expected standard

Children of all ages typically cooperate with one another. Older children often support younger children, for example, by helping them to use scissors and tape to create paper boats. When minor disagreements arise between children, staff generally respond calmly. However, staff do not consistently help children to take responsibility for their behaviour or understand how their actions may negatively affect others. As a result, children do not have opportunities to further develop their understanding of respectful behaviour.

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Children's welfare and wellbeing Expected standard

Staff build warm and positive relationships with children. They generally create an environment where children feel safe, secure and valued. Staff interact kindly with children throughout the day. They use praise and humour. Staff join in with children during activities, such as circle games. This helps children to develop confidence and a sense of belonging. However, at times, during minor conflicts, staff do not consistently provide the emotional reassurance children need to fully support their wellbeing.

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Children's welfare and wellbeing Expected standard

Staff promote healthy lifestyles through daily routines and planned activities. Children typically benefit from regular outdoor play. They usually take part in physical activities that support their physical development and overall wellbeing. Staff encourage children to follow positive hygiene practices, including washing their hands at appropriate times during the day. Staff help children to learn how to stay safe in the sun by reminding them to wear hats, play in shaded areas and drink water regularly.

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Children's welfare and wellbeing Expected standard

Staff support children to make choices and develop their independence. For example, children select their own snack items and manage simple tasks independently. Staff provide support when needed, particularly for younger children. This approach helps children to develop confidence and self-esteem. Leaders ensure information about children's dietary or medical needs is shared with staff so that suitable adaptations and arrangements are in place.

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Inclusion Expected standard

Leaders and staff work with parents and carers and school staff to identify children who may require additional support. Staff develop secure relationships with children to gain a clear understanding of their individual needs, likes and dislikes. Staff attend training around supporting children with special educational needs and/or disabilities. They use this to put appropriate strategies in place to support children's individual needs. For example, staff create quiet and calm spaces for children who find some activities overwhelming. Staff use specific sensory resources for children who benefit from them. They typically provide alternative activities to help ensure all children can participate alongside their peers. Staff communicate regularly with parents to ensure the support they put in place has a positive impact on children's experiences and wellbeing within the club.

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Inclusion Expected standard

Leaders generally use additional funding well to support children who are disadvantaged. They provide extra opportunities and experiences that broaden children's understanding of the world around them. For example, leaders invite visitors into the club to extend children's interests. This includes visitors bringing exotic animals to the club, and workshops for drumming, drama and dance. These opportunities help children to develop curiosity and build their confidence to try new experiences.

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Leadership and governance Expected standard

Leaders generally oversee the day-to-day running of the club effectively. They deploy staff efficiently to supervise and support children during activities both indoors and outdoors. Staff remain alert to issues that may affect children's welfare. They take appropriate action to help keep children safe. For example, staff supervise children effectively as they play on the large outdoor equipment.

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Leadership and governance Expected standard

Staff report that they feel supported by leaders. Leaders ensure that staff complete mandatory training. They provide staff with access to a digital platform to help them update and maintain their practice. Leaders monitor staff practice regularly through supervision meetings and informal check-ins. However, leaders do not consistently use monitoring and supervision sessions effectively to gain a detailed understanding of the club's strengths and areas for improvement. In addition, leaders do not consistently focus staff training on individual staff members' skills and knowledge to help improve the quality of practice further.

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Leadership and governance Expected standard

Leaders build positive relationships within the community. They liaise effectively with school staff to support children with special educational needs and/or disabilities and those who are disadvantaged. Leaders use additional funding effectively to provide extra opportunities and experiences for disadvantaged children including visits from the local dogs trust. Leaders seek feedback from parents and carers and use this to adapt sessions to meet local needs.

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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 enjoy their time at this holiday club. Welcoming and caring staff help children to feel safe and secure. Staff enthusiastically play alongside children. They interact with them in a respectful and positive manner. Staff create a calm and positive environment. They plan and provide activities and experiences that motivate and interest children. Children enjoy using large outdoor climbing equipment. They share resources well. Children involve themselves in conversations with each other as they design and make paper pirate ships. Children generally behave well and play cooperatively.

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About this setting

Unique reference number (URN): 2792994 Children receive encouragement to be physically active. They benefit from staff enthusiastically organising and joining in with them during different team games, such as dodgeball. Children of all ages show excitement and enjoyment in these activities. Children ask to have one more game before they tidy up for snack. For those children who do not wish to take part in sports activities, staff provide a range of alternative activities.

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About this setting

Staff understand the needs, likes and dislikes of individual children and how to best support them. They use different resources, give additional support and create quieter spaces for children with special educational needs and/or disabilities or barriers to their engagement. Children enjoy staff joining their play. They show they feel safe and settled as they laugh and joke with staff. Staff respond positively when children proudly share their achievements. Staff's typically warm and positive interactions help children to feel valued and part of the club. Staff follow clear procedures to monitor children's attendance to prioritise children's welfare and safety during drop-off and collection times.

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Next steps

Leaders should support staff to consistently help children learn how their actions may negatively affect others to further develop children's understanding of respectful behaviour. Leaders should gain a more detailed understanding of the club's strengths and areas for improvement to ensure staff training is clearly focused to help improve the quality of practice further.

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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:

Holy Trinity Primary School South Street Taunton TA1 3AF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: AO Sports Coaching Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 16:00

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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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