Acorns Hambleton

Acorns Hambleton

Unique reference number (URN): 2790664 Address: Blessed Virgin Mary Church Hall, Church Lane, Hambleton, Lancashire, FY6 9BZ Type: Childcare on non-domestic premises Registered with Ofsted: 30/04/2024 Registers: EYR, CCR, VCR Registered person: Acorns Breakfast and After School Club 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 Strong standard

Leaders and staff provide a highly responsive environment. They place expectations for children's behaviour central to everything they do. Consequently, children's skills at managing their emotions and behaviour exceed expectations, especially for those children who have special educational needs and/or disabilities. This is a testament to leaders and staff, who maintain these high standards and expectations consistently. Children understand the rules and boundaries from the outset and require no prompting to implement them. For example, children sit together at mealtimes, socialising well. They encourage each other to clear away their plates independently and wait patiently for their peers to finish. Furthermore, older children prioritise younger children's needs, ensuring that they have a turn first when they play. As a result, older children demonstrate a highly caring and supportive attitude towards their younger peers.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff skilfully adapt routines to benefit the age range of children attending the after-school club. Leaders recognise there is a wide age gap between the youngest and oldest children, yet ensure that they integrate exceptionally well. This is because leaders establish smooth and well-rehearsed routines and transitions. Consequently, all children know what to expect and what happens next. Staff have developed excellent bonds between each other. They demonstrate highly effective collaborative working. Consequently, children mirror these positive relationships with staff and each other, collaborating well with their peers. Leaders place a secure emphasis on the expectations for attendance and punctuality. As a result, children benefit from regular, positive routines and attendance in preparation for school.

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Children's welfare and wellbeing Strong standard

Leaders and staff prioritise the welfare and wellbeing of colleagues and children. Staff discuss theories of attachments knowledgeably and understand how these link to children's emotional wellbeing. They access professional development training to further upskill their understanding of attachments. Staff evaluate how this knowledge improves outcomes for children. Furthermore, positive relationships between leaders, staff and children are securely established and modelled consistently. As a result, all children benefit from highly responsive care, which is securely embedded. This means children develop a secure sense of wellbeing and successfully manage their emotions.

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Children's welfare and wellbeing Strong standard

Care routines are highly adaptive and well established. Leaders and staff quickly recognise when children need rest. They provide opportunities for them to regulate in a calm and comfortable space. Staff actively encourage healthy eating habits. Children learn about safe eating, personal safety and positive hygiene practices during care routines. Furthermore, leaders and staff consistently monitor the specific personal needs of children with special educational needs and/or disabilities. For example, staff offer timely, gentle reminders to children who require extra support to use the bathroom. Children independently recall these

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Expected standard

prompts throughout the session. As a result, children's personal needs and independence during care routines are highly embedded.

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Inclusion Expected standard

Leaders and staff know all children well. They understand each child's individual needs, offering an inclusive and adaptive approach to shape children's experiences. Leaders engage effectively with the local school, external agencies and families to monitor children. This means they can provide them with individual care plans that meet their needs well. Leaders and staff use this information to adopt effective strategies that help children listen, understand and regulate their feelings. For example, staff break down instructions into bite- sized and manageable steps for children. Although some children do not always access resources that reflect their specific interests, children with special educational needs and/or disabilities (SEND) receive opportunities that are typically tailored to their needs.

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Inclusion Expected standard

Leaders understand their responsibilities for supporting children with SEND. They access relevant training, ensuring that they have the knowledge and confidence to respond quickly to any changes in children's needs. Leaders quiz staff on inclusion topics to keep their knowledge fresh and up to date. As a result, children benefit from early intervention and swift support. Leaders and staff recognise that the local area offers limited opportunities for sharing diverse experiences. In response, they ensure that children are surrounded by positive images of culture and diverse communities. Staff promote conversation and thought about similarities and differences through books, games and food tasting. Consequently, children are familiar with the world around them.

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Leadership and governance Expected standard

Leaders hold high expectations for their staff team and the provision. They understand their own strengths and priorities for improvement to support the best interests of all children, particularly those with special educational needs and/or disabilities. Leaders engage productively with external agencies and build effective professional relationships with the host school and parents and carers. Consequently, this secures positive outcomes for children. Leaders have established warm and trusting relationships with their team, prioritising staff wellbeing. Staff speak fondly of their job satisfaction and value the friendships they have built over time. Similarly, parents speak highly of the club. They note that leaders and staff are caring and kind and ensure that their children are well cared for.

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Leadership and governance Expected standard

Children typically enjoy a range of exciting and engaging activities. However, children are not able to consistently access the resources that reflect their specific interests, such as a wide range of art materials or small-world dinosaurs. These are stored out of sight, which occasionally limits children's ability to fully direct their own play and pursue their creative ideas independently.

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Leadership and governance Expected standard

Leaders have established a regular system of staff supervision sessions, and staff access training to upskill their knowledge. However, the impact of these supervision sessions is variable. Some staff remain unclear about their specific training needs and what this means for their own professional development. As a result, supervision sessions do not consistently drive improvement and elevate the overall quality of care.

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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 thrive at this welcoming, highly adaptive and friendly after-school club. They develop a firm sense of belonging as they are warmly acknowledged by leaders and staff, who know them well. Children immediately engage in conversations about their sports day activities. Staff consistently praise their efforts and contributions. This promotes deep discussions among their peers about their achievements as they transition from school to the club. Furthermore, children speak highly about how much they enjoy their time and feel included. This builds their confidence and self-esteem.

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

Children are active and energetic. They choose from rich physical outdoor experiences, such as football, badminton and using chalk to create outlines of their bodies. Children roll and climb on tyres together. They run freely in the vast, secure playground and field. Children select calming, familiar books they enjoy when settling in, which promotes discussions about their interests. Staff talk about story structures with children and gently correct their grammar as they read. This extends children's reading skills for school. Consequently, children benefit from a balance of active and calming experiences. This helps them to exercise, relax and regulate their emotions after a busy school day.

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

Leaders and staff are gentle, reassuring and positive role models for participation and behaviour. They build a culture of kindness, empathy and respect for children to mirror and share with one another. As a result, children build lasting and positive friendships, a sense of belonging and secure social skills. Furthermore, all children, including children with special educational needs and/or disabilities, behave considerably well. They develop polite manners as they play. Children understand rules and boundaries, and predictable routines mean they know what to expect. For example, children form a 'walking bus' through the churchyard. Older children teach younger children to stay safe as they walk back to the club. This is a testament to leaders and staff, who place a high emphasis on children's wellbeing and keeping children safe. Leaders and staff work closely with the host school and parents and carers to ensure children's positive attendance.

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Next steps

Leaders should strengthen the systems for supervision sessions so that staff are clear about their specific training needs to drive improvement and elevate the overall quality of care. Leaders should strengthen the systems for managing resources so children can fully direct their own play independently.

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About this inspection

The inspector spoke with leaders, staff, children and 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:

Blessed Virgin Mary Church Hall Church Lane Hambleton Lancashire FY6 9BZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Acorns Breakfast and After School Club Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 17:30

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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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