Acorns Singleton

Acorns Singleton

Unique reference number (URN): 2790667 Address: Singleton C Of E School, Church Road, Singleton, Poulton-le-fylde, FY6 8LN 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

Behaviour is positive as staff set clear boundaries, which children respect and adhere to consistently. Staff promote a culture, where children are celebrated as individuals and play with kindness and respect. Staff work alongside the school to monitor attendance and highlight the importance of this to parents.

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Behaviour, attitudes and establishing routines Strong standard

Children engage with different age ranges across the provision. They talk and play with genuine care and are excited to see one another. Staff offer lots of praise, which children show pride in receiving. Children build warm and trusting relationships with all staff. They initiate the continuation of conversations from previous sessions. Children feel confident and secure in sharing concerns or receiving comfort when required.

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Behaviour, attitudes and establishing routines Strong standard

Staff establish secure routines to support children to be independent. Children naturally pour their own drinks, make healthy choices for snack and practise strong hygiene routines. Older children provide care and comfort to younger children as they cuddle and read stories. This is built upon genuine care for one another. Parents express how they feel 'so confident' with the care their children receive and how they 'really appreciate all the staff do to help their children feel so settled and to have so much fun'.

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Children's welfare and wellbeing Strong standard

Staff and leaders consistently prioritise children's welfare and wellbeing as they know the children inside out. Staff risk assess to ensure environments are safe and secure at all times. Children enjoy playful conversations with staff as they discuss ages, birthdays and being 'grown up'. Children understand how to make healthy and positive decisions to support their own physical health and self-care. They discuss handwashing, physical activity and outdoor play. Children discuss exercise and keeping themselves 'healthy for strong bones'. As children enjoy a nutritious snack, staff explain why it is important to eat a balanced diet.

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Children's welfare and wellbeing Strong standard

Children enjoy accessing the outdoor provision as they explore a variety of ball games, skipping ropes and frisbees. Children develop their gross and fine motor skills as they throw and jump. Children enjoy challenges. For example, they throw the balls in different ways, such as high, low and backwards. Social and communication skills develop in a fun and exciting way as children cheer each other on, giggle and initiate play with one another.

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Children's welfare and wellbeing Strong standard

Children follow clear hygiene practices. Older children advise younger children to throw away food from the floor and to wash their hands before eating. Children access a calming space of blankets, stories and cushions to enjoy well-deserved rest time, when needed, while staff and children read stories together.

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Inclusion Strong standard

Staff are quick to identify, and are consistent in meeting, the needs of all children, especially those with special educational needs and/or disabilities or those that may face other barriers to their wellbeing. Staff work collaboratively with class teachers and set high expectations for children's behaviour and engagement. As a result of this, staff make a considerable difference to these children's experience within the provision, which promotes children's feelings of being valued and their wellbeing.

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Inclusion Strong standard

Staff reflect with class teachers to support any concerns or barriers regarding children. Staff work hard to use interventions, such as reward systems or visual aids, to effectively support children with transitions and routine. For example, children who may struggle with turn- taking or timings are rewarded with simple and realistic awards. Staff use visual aids to support children to learn the routine and understand what is happening next. This allows children the time they need to prepare. Children's interactions are positive and respectful in the secure environment. Staff work collaboratively with the school's designated safeguarding lead and special educational needs coordinator to provide joined-up, effective and personalised levels of support for all children. This promotes positive outcomes for children as the staff continue strategies used within school throughout their provision. Children

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Inclusion Strong standard

respond well to these as they feel secure in knowing the outcomes.

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Leadership and governance Strong standard

Leaders are clear and organised in their knowledge of the setting's strengths and areas for development. Leaders establish high expectations of professionalism across the setting through their own modelling. As a result, staff are nurturing, reflective and consistent in their approach to care. This creates a working environment, where staff are motivated and feel valued. Leaders and staff use calm and nurturing approaches when conversing with children. Children feel relaxed and comfortable to initiate conversations, which spark laughter that is shared among all.

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Leadership and governance Strong standard

Staff are able to share their desires for training and professional development through constructive supervision and appraisal methods. Leaders acknowledge how important and beneficial it is for continuous professional development and make this a priority. Leaders are aware of staff's wellbeing and provide regular staff meetings, supervisions and appraisals, which helps staff to feel listened to and valued. Leaders allow staff time to reflect on their own practice, both good and where improvements could be made.

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Leadership and governance Strong standard

Staff have strong and effective relationships with parents and families. As a result, parents are well informed and feel involved in all aspects of their children's care. Times of transition take place smoothly, as they are well prepared. This supports children with special educational needs and/or disabilities to manage change.

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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 access the provision clearly excited to see their friends, play and engage in the wide range of carefully planned activities and themes within the provision. Children are confident and secure in the routine and expectations as they instantly settle. The provision is inclusive for all ages and stages of development. Behaviour is extremely positive as children play harmoniously together. Older children naturally support younger children within play and offer comfort alongside staff. For example, younger children ask older children and staff to read to them in the cosy area.

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Address:

Singleton C Of E School Children are clearly valued by staff. They celebrate their unique personalities, understand what they like and provide for this within the set up of provision. As a result of this, children are consistently engaged and curious, which promotes positive behaviour and a calming environment. Children's independence is promoted well by staff. They encourage younger and older children to work together. For example, when younger children ask for support, older children assist and help alongside staff.

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Address:

As children taste different fruits, they explore a wide vocabulary as they discuss how 'sour' or 'juicy' and 'sweet' the fruits are. Children are keen to practise their writing and drawing skills as they rate the fruits and are confident in asking for help to spell words. Children are creative and imaginative as they produce their own collages or make celebration cards for family members within the craft area. Staff sit alongside children, initiating conversation and reflecting on the school day. This makes the children feel valued and heard as they are keen to inform staff of things that are important to them. Their enjoyment of the the provision is demonstrated as sometimes children are reluctant to leave the provision and their ask parents if they can stay longer.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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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. Church Road, Singleton Poulton-le-fylde FY6 8LN Type: Childcare on non-domestic premises

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About this inspection

Registered person: Acorns Breakfast and After School Club Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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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