Rattle and Roll Performance: Gotham Primary School Wrap Around

School Wrap Around

Unique reference number (URN): 2798733 Address: Gotham Cp School, Kegworth Road, Gotham, NOTTINGHAM, NG11 0JS Type: Childcare on non-domestic premises Registered with Ofsted: 16/07/2024 Registers: EYR, CCR, VCR Registered person: Rattle And Roll 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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Inclusion Strong standard

Leaders have embedded a highly inclusive culture and ensure this is maintained within the club. They support staff to recognise the importance of supporting children to access their provision and treat each child as an individual. Leaders are highly effective at identifying and assessing individual children's needs quickly, particularly for children with special educational needs and/or disabilities (SEND). For example, leaders encourage staff to use support from school staff and other professionals to ensure they meet children's needs. Consequently, children receive consistent approaches as staff implement a graduated approach to meeting their needs.

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Inclusion Strong standard

Leaders maintain dialogues with parents to increase their understanding of appropriate strategies that support children. This helps them to have a secure understanding of the children that attend their setting. Leaders develop a holistic understanding of children's needs and recognise when they need to make adaptations so that all children are able to attend. For example, they provide quieter activities to help children focus and regulate their emotions. Leaders ensure the grounds are safe, including adapting how parents collect their children. They promptly recognise the need to make these adaptations so that all children can access the club.

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Inclusion Strong standard

Leaders and staff maintain high expectations for children to attend, including those with SEND. They provide children with enriching activities that keep them engaged and excited, such as introducing sport activities. Leaders actively reduce barriers to accessing the club, alongside accommodating medical or dietary requirements.

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Behaviour, attitudes and establishing routines Expected standard

Leaders create a safe, calm and welcoming space, where children enjoy playing with friends and engage in activities. Staff have established clear boundaries for children's behaviour and adapt these to meet children's needs including those with special educational needs and/or disabilities. They are generally consistent in their expectations and typically support children to understand these through daily reminders. Staff talk to children at the beginning of the session about using kind hands, staying safe and listening to each other. They model good listening skills themselves as they wait until all children are listening before they explain the activities of the day.

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Behaviour, attitudes and establishing routines Expected standard

Children have warm relationships with staff and enjoy talking to staff about their play ideas and how proud they feel about their work. For example, they show the pictures of football shirts they have decorated with their team logos. Staff have a positive attitude to children's learning. They know children's interests well and use these to support children to remain focused on their play while at the club. Staff use praise to encourage children to keep trying and boost their self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

Leaders prioritise the importance of regular attendance and support parents to access sessions for their children whenever required. Parents arrive punctually to collect their children and value the pertinent feedback they receive from staff. Children are safely taken to the school gates to meet their parents so that the school site remains safe and secure. Staff give parents updates to inform them about their children's day, both at school and in the club.

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Children's welfare and wellbeing Expected standard

Children arrive happily at the club and understand the routines. For example, they know to wash their hands before snack. Staff teach all children, including those with special educational needs and/or disabilities how to make healthy food choices and provide a selection of nutritious food options, such as wraps, cucumber, yogurt and water. Leaders have systems in place to support children who have allergies and food preferences, to meet children's dietary requirements. They talk to children about allergies to support their understanding of their personal safety. However, at times, staff complete tasks for children rather than consistently giving children time to do things for themselves to promote children's independence. For example, staff make wraps for the children and serve cucumber and water to them. This does not consistently help children to further develop skills for future learning, such as moving classes or schools.

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Children's welfare and wellbeing Expected standard

Staff have secure attachments with children and know their needs well. This enables them to recognise children's individual achievements and target praise accordingly. Staff ensure younger children develop an understanding of how they feel and enable them to participate in group games. For example, young children learn about winning and losing as they play group ball games. Children have a wealth of opportunities to play outside and develop their physical skills as they climb on equipment. Staff play alongside children while they develop their imaginative play as they 'stomp like dinosaurs'.

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Leadership and governance Expected standard

Leaders recognise children's individual needs and adapt the provision to ensure all children are able to attend. For example, they recognise when the large hall space is not suitable for children with special educational needs and/or disabilities (SEND) they change the venue to one of the smaller classrooms. Leaders are proactive in ensuring children's safety while they attend the club and conduct rigorous risk assessments of the environment.

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Leadership and governance Expected standard

Leaders and managers liaise with school staff regarding children's needs to ensure that children receive the appropriate support and care. They observe children during handover and speak to teachers about how children have been during the school day. Leaders train staff to identify and support children's needs. They use what they already know about children to plan activities. They know they can seek additional support from school staff and outside agencies if required. Leaders support all children, including children with SEND to help them to feel calm and to manage their own behaviour so that they can focus during activities.

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Leadership and governance Expected standard

Leaders generally understand the club's strengths and areas for development and use ongoing reflection to drive improvement. They actively seek and respond to feedback from parents and work closely with school staff to ensure continuity in children's care and development. This information is used purposefully to inform decisions and improve practice. Leaders foster a positive culture in which staff feel valued and listened to. They check-in regularly with staff with regard to their well-being and provide regular training to focus on improving staff skills and knowledge.

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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 club happy and excited to engage in the play activities available. Staff greet them warmly and children show a close connection to staff as they engage in friendly conversations. Children show they feel safe and comfortable as they follow established routines, such as washing their hands ready for snack. They express themselves freely and confidently as they discuss the day's activities.

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

Children's needs and interests are well catered for as staff know children in depth. They are actively made to feel welcome within the inclusive environment staff provide to support children to succeed. Staff skilfully adapt activities so children of different ages or stages of development can access them, including those with special educational needs and/or disabilities. For example, staff show children different skills suitable to expand their abilities as they play group ball games.

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

Children develop good personal, social and emotional skills as staff have put clear boundaries in place and support children to understand the needs of others. Children show kindness to their peers as staff have modelled this to them to support their understanding. Children are delighted to attend the club and seek out their friends and staff to play imaginative games. Children develop their language skills as they talk about where dinosaurs live and how they move. They develop good physical skills as they climb and bravely take on new physical challenges as staff are close by to support them.

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

Leaders support parents to understand the benefits of regular attendance. They immediately respond to incidences of absence and support parents to access places. Children talk confidently about play activities they enjoy and show they feel proud of their achievements. They enjoy showing their craft activities to their parents when they are collected to go home.

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Address:

Gotham Cp School, Kegworth Road Gotham NOTTINGHAM NG11 0JS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Rattle And Roll Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:55,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 17:30 Staff share valuable information with parents about each child's day. This means parents are fully informed and receive information passed on from school.

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Next steps

Leaders should consider how they organise routines to enhance opportunities for children to consistently strengthen their independence.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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: Nottinghamshire County Council

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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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