Shine at Elmlea Juniors

Shine at Elmlea Juniors

Unique reference number (URN): 2776669 Address: Elmlea Junior School, The Dell, Westbury-on-trym, Bristol, BS9 3UF Type: Childcare on non-domestic premises Registered with Ofsted: 19/01/2024 Registers: EYR, CCR, VCR Registered person: Shine Wraparound Care 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

Leaders have established routines and expectations to support children's participation. Staff use calm and respectful approaches when encouraging children to engage in activities. They recognise that children attend the holiday club with different interests and levels of confidence and adapt their approach accordingly. Children benefit from routines that help them settle quickly into club life. Staff support children to engage positively in activities whenever they attend, helping them make the most of their time at the club. Positive relationships between staff and children contribute to a welcoming environment and support children's engagement.

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Behaviour, attitudes and establishing routines Expected standard

Leaders demonstrate a reflective approach to behaviour, attitudes and establishing routines. Staff consider children's individual needs when supporting participation. When children find aspects of the day difficult, staff use a range of approaches to help them regulate their emotions and re-engage in activities. Staff make use of quieter spaces and familiar staff when supporting children who need additional help. Leaders reflect on practice and consider whether different approaches may better support children's participation.

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Behaviour, attitudes and establishing routines Expected standard

Leaders recognise that expectations and routines are not reinforced consistently by all staff. During less structured parts of the day, some staff do not always respond consistently when children do not follow expectations or reinforce expectations as leaders intend. As a result, children do not always receive clear and consistent messages about expected behaviour and routines. Leaders have accurately identified this area and continue to work with staff to strengthen consistency.

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Children's welfare and wellbeing Expected standard

Leaders have established routines that support children's welfare and wellbeing throughout the day. Staff promote children's physical wellbeing through regular hydration reminders, support with sun cream application and access to shaded areas during hot weather. Staff check that children have had a drink before outdoor activities and support children with sun cream where needed. These arrangements help children participate comfortably in holiday club experiences.

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Children's welfare and wellbeing Expected standard

Positive relationships support children's emotional wellbeing. Staff know children well and respond sensitively when children require reassurance or additional support. Children readily approach staff for support when needed. Daily key-person arrangements help younger children build positive relationships with staff and contribute to a calm atmosphere. Staff adapt support where appropriate to help children participate in activities and routines. Children appear relaxed in the company of staff and their peers.

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Children's welfare and wellbeing Expected standard

Leaders are reflective about how daily routines support children's welfare and wellbeing. Staff generally promote healthy habits through established routines and checks of children's lunch boxes. However, staff do not always identify when children are missing items such as sun hats or consistently model and reinforce handwashing routines before meals. As a result, children do not always receive consistent messages about the importance of healthy habits and self-care. However, children continue to benefit from routines that support their comfort and wellbeing throughout the day.

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Inclusion Expected standard

Leaders have developed a detailed approach to identifying and understanding children's individual needs and any barriers that may affect their participation before they attend the provision. They gather information from parents and carers through enrolment processes, healthcare plans and pupil passports. This helps staff understand children's needs and provide appropriate support during holiday club sessions.

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Inclusion Expected standard

Inclusion is a key consideration in leaders' planning and decision-making. Leaders have established an inclusion team and use information gathered before attendance to help determine the most appropriate venue and support arrangements for children across the organisation's holiday club provision. Staff receive information about children's individual needs and adapt activities and support where appropriate. This helps children participate in holiday club activities alongside their peers and reduces barriers to participation.

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Inclusion Expected standard

Leaders recognise that the needs of some children attending the provision are becoming increasingly complex. Although they work hard to gather information and provide support, they do not always receive detailed information, strategies and guidance from schools, external professionals and partner agencies. As a result, staff do not always have access to the information they need to support some children as successfully as leaders intend. This can limit how some children fully participate in holiday club activities. Leaders continue to explore ways to strengthen partnership working and improve support for children facing the greatest barriers to participation, including those with more complex special educational needs and/or disabilities and behavioural needs.

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Leadership and governance Expected standard

Leaders are reflective and have a clear understanding of the provision's strengths and areas for development. They use feedback from staff and families to inform improvements and have established systems that support the smooth running of the holiday club. Leaders promote an open culture where staff discuss practice and contribute to improvements.

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Leadership and governance Expected standard

Leaders invest in staff development and wellbeing. New staff complete an induction programme that includes training, policies and procedures, and support from experienced colleagues. Staff report that they are part of a strong team, communicate well and feel supported in their roles. Leaders provide opportunities for professional development and place importance on staff wellbeing through initiatives such as 'Mental Health Monday' and opportunities for staff to connect with colleagues outside of work. These arrangements contribute positively to staff morale.

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Leadership and governance Expected standard

Leaders maintain positive relationships with families and work closely with them to understand children's needs. Leaders recognise that supporting children with increasingly complex needs can present challenges within a holiday club context. Although they work proactively to plan support, they do not always receive sufficiently detailed information and guidance from some schools and external professionals. As a result, leaders are not always able to provide staff with the information and strategies needed to support some children's participation as successfully as intended. Leaders continue to strengthen partnership working and develop their inclusive practice.

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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 to a warm welcome and quickly become part of the holiday club community. Coaches greet children as they arrive and help them settle into the day. Children quickly become familiar with routines and know what to expect from the day. They benefit from clear

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Inspector:

routines that help them feel confident, even when they attend different days and sessions across the holiday period. Children readily approach coaches for support, conversation and encouragement. They gather together at the start of the day to find out about planned activities and expectations. Coaches sit alongside children and act as positive role models. This helps children to feel comfortable and secure during their time at the club.

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Inspector:

Children participate enthusiastically in the varied programme of experiences available to them. They take part in sports-based activities, outdoor games and group experiences with their peers. For example, children eagerly join games such as 'Duck, Duck, Goose' and parachute activities where they cooperate, take turns and enjoy spending time with friends. Children of different ages play and socialise alongside one another. Coaches encourage children to join activities while respecting their interests and preferences. Children make choices about how they spend their time. They develop independence through established routines, such as managing their belongings, preparing for activities and moving confidently between different areas of the club.

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Inspector:

Children benefit from a welcoming and inclusive environment. Leaders gather detailed information from parents and carers before children attend. This helps coaches understand children's interests, individual needs and any support that may be required. Coaches use this information to help children access activities and become familiar with club routines. Positive relationships help children to enjoy their experiences. Children benefit from an environment where wellbeing is valued and where staff work hard to ensure that all children feel included within the holiday club community.

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Next steps

Leaders should strengthen the consistency of staff practice in reinforcing children's behaviour expectations, routines and self-care practices. Leaders should strengthen partnership working with schools and external professionals to better support children with more complex special educational needs and/or disabilities and behavioural needs.

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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. Holly Smith

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Address:

Elmlea Junior School The Dell, Westbury-on-trym Bristol BS9 3UF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Shine Wraparound Care Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 16:30,Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 18:00

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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. 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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