Combe Down SuperPirates

Combe Down SuperPirates

Unique reference number (URN): 2784633 Address: Combe Down Primary School, The Log Cabin, Church Road, Combe Down, Bath, BA2 5JQ Type: Childcare on non-domestic premises Registered with Ofsted: 19/03/2024 Registers: EYR, CCR, VCR Registered person: SuperPirates Ltd

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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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Children's welfare and wellbeing Strong standard

Staff and children build highly effective relationships. Staff are kind and thoughtful, considerately bringing children into an activity when they are playing alone. They invite younger children to join them at the snack table, chatting to them about their day and facilitate interactions with older children, building their social skills. The club's key person system works efficiently, with a designated leader focused on younger children's welfare. Staff know children well and are attentive to their needs. They pick up on changes helping children deal with frustrations and manage their emotions. All this fosters children's confidence very effectively and supports their emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Staff work cohesively. They conscientiously use walkie talkies to share arrangements, ensuring they are deployed suitably and children can be supported by a first-aid trained member of staff if they have a little tumble. They communicate quickly when children move around the site, such as to access the different playgrounds. This beneficially gives children the freedom to follow their interests, while still ensuring staff know where they are and can support their safety and security.

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Children's welfare and wellbeing Strong standard

Staff provide appetising snacks for children, with lots of variety and plenty of fruit and vegetables to encourage children's healthy choices. Leaders have beneficially adapted their snack times to facilitate a smoother more flexible mealtime. This maximises the time children have to play and helps support children with differing needs, including children with special educational needs and/or disabilities. Children serve themselves their food, clear away their things after their meal and conscientiously wash up their plates when they have finished.

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Inclusion Strong standard

Staff gain lots of information from parents when children first join the club, to help them get to know the children and support their individual needs. Leaders and staff consistently liaise with teachers at the school to gain the most up to date strategies and approaches for children. This includes for those with special educational needs and/or disabilities (SEND). They follow the school's approach to ensure children are supported consistently.

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Inclusion Strong standard

Staff have clear robust processes and plans of how they will support children that need additional help during the sessions. Leaders facilitate strong communication between staff, through the well-formatted and thorough daily briefings. This ensures all relevant aspects are covered and communicated to staff. For example, they share additional arrangements for the younger children with some barriers to their attendance and involvement or those with SEND.

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Inclusion Strong standard

Staff ensure all children are fully included at the club. Staff conscientiously help younger children access the activities they wish to join. They give them extra assistance on equipment, tips on the skills they need to achieve creative tasks and help them in games with the older children. Leaders and staff provide very well thought out areas to help children settle into the club and these are adapted each day for the different children's needs. For

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Expected standard

example, a sensory tent helps offer a calm space for children to get away from the busy club and relax. This is moved depending on children in that day, sometimes in the foyer or other times in the corner of the hall.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff work with parents and teachers to help children's attendance and involvement in the club, helping reduce any barriers children have to these. Staff value children as individuals and get to know them, appreciating their different characters, interests and needs. They form beneficial relationships with them, building children's confidence at the club. Staff interact with children well, chatting to them about their day at school.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff provide children with consistent routines and involve them beneficially. Children follow these well and it gives them a sense of belonging to the club. They readily put their things in their designated area on arrival, wash their hands and then sit down ready for snack or engage with an activity.

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Behaviour, attitudes and establishing routines Expected standard

Staff set up the areas available thoughtfully, giving children a useful balance of active play outdoors and interesting stimulating activities inside the hall. Children particularly enjoy the craft activities. They explore slime dough and create sparkly potions. Staff foster children's positive attitudes and to keep trying with challenges. In this way they help children achieve their goals and enjoy their time at the club. However, at times staff do not promptly support children to respect others' needs and channel their over exuberant behaviour, occasionally this disrupts some routines and those engaged in quieter activities.

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Leadership and governance Expected standard

Leaders have high aspirations for the experiences they can provide for children here and overall lead the club very well. Their key aim is for children to have fun and to inspire the children's play and exploration in different ways. Leaders and staff liaise effectively with staff at the school to facilitate the smooth running of the club on the school site. They forge close links with parents and teachers, regularly sharing lots of information to help them work together to support children's needs. This includes for those children that have some barriers to their attendance and involvement.

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Leadership and governance Expected standard

Staff hold daily briefings prior to each session. Company leaders provide structure and clear points for staff to follow during these. Staff say that these briefings share useful information and help them support children during the session. Staff say they love the work they do and are well supported in their role at the club. Leaders provide staff with plenty of training opportunities to help them gain a comprehensive knowledge of guidance and all aspects of practice, as well as to undertake relevant qualifications.

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Leadership and governance Expected standard

Leaders are reflective and have more recently introduced new lead roles to develop practice further across the company. These offer beneficial increased support, through additional observations of staff practice and more regular individual staff meetings. However, the effects of this have not yet been realised and practice around staff support of older children's behaviour needs further development.

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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 after-school club. They are happy and build beneficial relationships with the staff and other children. They are well cared for and show that they feel safe.

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Inspector:

Rachel Parker Children are well involved in club life and follow the consistent clear routines very efficiently. Children understand hygiene practices and independently wash their hands on arrival. They take responsibility for their things, placing these in the well-organised designated areas for their class. They enjoy the social snack time, sitting with their friends or staff and mixing with the older children, building their social skills and confidence. They develop a very effective sense of belonging and enjoy attending.

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Inspector:

Children very much enjoy the creative activities at the club. They expand their interests and skills in interesting and stimulating activities. They marvel at the feel of slime dough, gaining confidence and ideas as they watch and learn from staff and older children, stretching and moulding the dough. Children explore ideas and mix ingredients making sparkly potions, listening respectfully to staff's relevant tips and suggestions to help their success. Staff usefully offer additional assistance and give children time to discuss their ideas and plans, when they notice children need more support. This facilitates all children's engagement, including those that have some barriers to their involvement. Children carefully decorate their bottles experimenting with ideas and materials to create their desired effect. They proudly show staff and are rewarded with lots of praise.

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Inspector:

Children are active and develop healthy lifestyles at the club. They eat well and spend plenty of time outdoors in the fresh air. Staff inspire children's games and play very well. They have running races with the younger children. They support children to balance and climb and persevere with physical challenges. Children squeal as they chase and catch giant bubbles on the playground. They have fun here.

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Next steps

Leaders should assist staff to review and adapt their support for children's behaviour more readily, to help all children appreciate others' needs and minimise distractions for those children choosing to engage with the quieter focused activities.

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About this inspection

The inspector spoke with the provider, director of childcare, shift leaders, staff, parents 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:

Combe Down Primary School The Log Cabin, Church Road, Combe Down Bath BA2 5JQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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Address:

Local authority: Bath and North East Somerset 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.

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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

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