Bluebells Wraparound with Onside Coaching

Bluebells Wraparound with Onside Coaching

Unique reference number (URN): 2804490 Address: Long Lawford Primary School, Holbrook Road, Long Lawford, CV23 9AL Type: Childcare on non-domestic premises Registered with Ofsted: 30/07/2024 Registers: EYR, CCR, VCR Registered person: Onside Coaching Coventry and East Warwickshire (Childcare & PE) 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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Behaviour, attitudes and establishing routines Expected standard

Children understand the routines and expectations of the setting. They arrive confidently from their classrooms, hang up their belongings, wash their hands and independently help themselves to healthy snacks before choosing from the activities available. Staff establish clear expectations through calm reminders and positive encouragement. As a result, children behave well and show respect for staff, one another and the environment.

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Behaviour, attitudes and establishing routines Expected standard

Relationships throughout the setting are warm and positive. Children of different ages play cooperatively together, share resources and show consideration for one another. Staff organise the environment thoughtfully, and provide older children with quieter tabletop games in a separate area, when indoor space is limited. This helps children remain engaged and contributes to the calm atmosphere observed throughout the session.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes towards the experiences available. They engage enthusiastically in activities, such as junk modelling, construction play and games, often sustaining their interest for extended periods. Staff encourage children to make choices about how they spend their time and support them to develop increasing independence and confidence. Children enjoy attending the provision and engage positively in the activities available to them. Leaders have established consistent routines and expectations that help children feel safe, behave well and develop confidence and independence. As a result, the provision provides a calm, welcoming environment, where children of different ages play and learn successfully together.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are central to the provision. Staff create a caring and welcoming environment, where children feel safe, secure and valued. They know children well and respond appropriately to their individual needs. This helps children settle quickly into the session, build trusting relationships with staff and enjoy their time at the club.

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Children's welfare and wellbeing Expected standard

Children benefit from routines that promote healthy lifestyles and independence. They wash their hands before enjoying healthy snacks and confidently manage familiar routines, such as serving themselves, clearing away after eating and choosing from the activities available. Leaders have invested in additional outdoor play equipment, providing children with regular opportunities to be physically active and develop coordination, teamwork and confidence through play.

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Children's welfare and wellbeing Expected standard

Staff are attentive to children's emotional wellbeing and generally recognise when children need reassurance or additional support. They respond calmly and sensitively, helping children to manage their feelings and build positive relationships. For example, staff support children to resolve disagreements during role play and encourage them to share resources and take turns. Children requiring additional support receive appropriate help that enables them to participate successfully alongside their peers. Leaders ensure that children's welfare is promoted through effective daily routines and careful attention to the environment. Staff complete safety checks before each session begins and organise resources thoughtfully so that children can play safely and independently. As a result, children are typically happy, emotionally secure and confident within this nurturing environment.

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Inclusion Expected standard

Leaders have established an inclusive environment, where children are welcomed, valued and supported to participate in the life of the setting. Staff know children and their families well. They use this knowledge to adapt activities, routines and interactions so that children can take part alongside their peers. As a result, children develop positive relationships and engage confidently in the experiences available.

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Inclusion Expected standard

Children with special educational needs and/or disabilities and those requiring additional emotional support, receive appropriate support that enables them to participate successfully. Staff work closely with parents, carers and relevant professionals to implement agreed strategies and respond to children's changing needs. This helps children to feel secure and access the provision successfully. Leaders and staff promote respect for others and encourage children to appreciate different cultures, backgrounds and experiences. Children learn to value one another's uniqueness and demonstrate kindness and consideration in their interactions.

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Inclusion Expected standard

Leaders have established effective working relationships with families, the host school and external agencies. However, information shared between the school and the provision is not always sufficiently systematic or comprehensive. For example, on occasions important information about children's medical or individual support needs has not been shared promptly. Leaders generally identify and resolve these issues quickly.

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Leadership and governance Expected standard

Leaders have established a well-organised wraparound provision that is valued by children and their families. Thoughtful leadership decisions have improved children's daily experiences. For example, relocating the club onto the school site has provided children with a more familiar environment and smoother transitions at the beginning and end of the school day. Leaders have also invested funding in new outdoor equipment and broadened the range of activities available to children through themed planning and experiences.

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Leadership and governance Expected standard

Leaders have an accurate understanding of the provision's strengths and areas for development. They have strengthened leadership capacity through the appointment of a dedicated wraparound lead, who supports planning, shares ideas across settings and provides guidance for staff. Practitioners benefit from regular supervision, appraisal and training, including opportunities to work alongside colleagues from other settings. This helps staff develop their practice and helps to provides children with consistent experiences. Leaders are reflective and responsive to change. They plan carefully for the future of the setting and take appropriate steps to support continuity of practice. This demonstrates an appropriate focus on maintaining the quality of provision for children and families.

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Leadership and governance Expected standard

Leaders routinely gather feedback from parents and staff and maintain positive working relationships with the host school. These partnerships help leaders to review and improve the provision. However, arrangements for sharing information about individual children's needs rely largely on informal communication between the school and the setting. As a result, important information is not always shared as promptly or consistently as it could be, meaning staff do not always have the fullest picture of children's needs at the earliest opportunity.

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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 attending this friendly and welcoming wraparound provision. They arrive happily after being collected from their classrooms, and quickly settle into familiar routines. Staff greet children warmly and know them well as individuals. This helps children to feel safe, secure and valued. Younger children are supported well as they settle into the club, while older children confidently navigate their play.

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

Children enjoy a broad range of activities that encourage them to play, be active and spend time with their friends. They take part in crafts, construction activities, imaginative play, games and sports. For example, children become absorbed in junk modelling, and proudly share the models they create, while others build castles together or create their own role- play shop. Staff support children appropriately during their play and help them to share resources and take turns when needed.

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

Children understand the routines and expectations of the setting. They independently wash their hands before eating, help themselves to healthy snacks and tidy away after themselves. They behave well and show respect for one another. Children of different ages play happily together and develop positive friendships. Reception-age children receive additional support as they become familiar with the routines of the club.

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

Children benefit from the positive relationships that leaders have established with the host school and families. Information is shared to help provide continuity in children's care and support. Children who need additional help are identified and supported appropriately, with staff working alongside parents and other professionals when necessary. Children also enjoy taking part in school and community events, helping them to feel part of the wider school community. As a result, children enjoy their time at the setting, feel included and leave each session happy and ready to return.

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Next steps

Leaders should continue to strengthen arrangements to maintain the quality and consistency of the provision. Leaders should enhance information-sharing arrangements with the host school to ensure that records remain current, enabling staff to respond effectively to children's changing needs and circumstances.

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About this inspection

The inspector spoke to staff 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:

Long Lawford Primary School Holbrook Road Long Lawford CV23 9AL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Onside Coaching Coventry and East Warwickshire (Childcare & PE) LTD

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Address:

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

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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