TB SPORT at Greythorn

TB SPORT at Greythorn

Unique reference number (URN): 2797122 Address: Greythorn Primary School, Greythorn Drive, West Bridgford, Nottingham, NG2 7GH Type: Childcare on non-domestic premises Registered with Ofsted: 25/07/2024 Registers: EYR, CCR, VCR Registered person: Bingley, Thomas Craig

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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

Staff model polite and respectful behaviour to children. They use their interactions with children to show them how to play cooperatively, such as playing ball games. Children are kind and respectful of each other. They follow the rules and expectations for their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Staff encourage children to make choices in their play, promoting their decision-making skills and confidence. For example, children choose from a wealth of resources as they make models of tennis rackets to celebrate a national tennis competition. Children with special educational needs and/or disabilities and those known or previously known to social care benefit from consistent routines that support their wellbeing and sense of security. However, at times, staff complete tasks that children could manage independently, such as pouring their drinks and serving their own snack. This reduces opportunities for children to strengthen their personal care skills.

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Behaviour, attitudes and establishing routines Expected standard

Staff work closely with the host school staff to monitor children's attendance. They have an open dialogue with teachers at the school to ensure that any gaps in children's attendance are addressed quickly. This collaborative approach helps to ensure that every child benefits from continuous support at the club.

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Children's welfare and wellbeing Expected standard

Staff support children's welfare and wellbeing through attentive care, responsive relationships and consistent routines. Children demonstrate they feel secure as they confidently explore the environment. Children with special educational needs and/or disabilities and those known or previously known to social care develop their confidence as they are encouraged to try new learning, such as learning to use balance bicycles. Staff provide individualised encouragement to support each child to thrive. Children build secure relationships with their key persons. Staff have a thorough knowledge of children's individual needs and respond to these sensitively. For example, staff recognise when children require support to keep trying as they learn to safely balance on stepping stones. They offer reassurance and calm support, helping children to feel safe and emotionally secure.

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Children's welfare and wellbeing Expected standard

Mealtimes are sociable and nurturing. Older children engage in warm conversations with younger children. This helps children to develop secure self-care routines. It also fosters calm, respectful and positive social interactions during mealtimes. However, staff do not consistently use opportunities within daily routines, such as snack time, to help children understand why healthy eating is important to their overall health. This means children's ability to use their knowledge and understanding of the benefits of making healthy choices is not consistently embedded.

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Children's welfare and wellbeing Expected standard

Staff skilfully support children as they learn to play safely and become aware of their own personal safety. For example, children understand they must wear a cycle helmet before using the bicycles at the club. This helps children to learn about safe play and manage their own personal safety.

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Inclusion Expected standard

Leaders and staff typically have a clear understanding of how they can adapt their provision to meet the needs of all children. They swiftly identify the needs of all individual children, through observations of children's play within the club. They liaise with teachers at the school and some staff from the school also work at the club providing continuity for the children. Staff complete training to build on their knowledge and skills to further support all children. They have a clear understanding of using a graduated approach to support children's needs. This enables staff to put strategies in place to maintain continuity in meeting children's needs.

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Inclusion Expected standard

Staff take action to reduce barriers that could prevent children attending providing a totally inclusive environment. They make adjustments to resources and the environment, such as adapting activities to support children's interests. This positively supports children's engagement in their play and supports their positive sense of wellbeing. Children feel valued at this club. They enjoy sharing their thoughts about future games and play activities. Leaders and staff work collaboratively with staff in the host school to share ideas about supporting children with special educational needs and/or disabilities. For instance, they apply consistent approaches due to regular communication.

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Leadership and governance Expected standard

Leaders are passionate and dedicated to providing high-quality care for children. They have a clear understanding of their strengths, such as their communication with parents and carers and the host school. Leaders have identified areas for improvement and are taking action to address these, such as the need for consistency in staff's skills. They listen to the voice of children and parents and carers. For example, they ask children to make decisions about activities and toys they would like staff to plan for them.

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Leadership and governance Expected standard

Every decision leaders make is focused on the best interests of children, including those with special educational needs and/or disabilities and those known or previously known to social care. Leaders make thoughtful adaptations to activities and the environment to ensure children are able to access the play opportunities available to them. For example, they have different-sized balance bicycles to enable all children to practise skills leading to them being able to ride independently. Consequently, all children have the same opportunities and access to the provision. Leaders manage staff's workload and wellbeing well. They develop staff's self-confidence and self-esteem as they undertake professional development. This helps to develop staff's practice further and enhance the quality of the provision.

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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 settle quickly at the club after they are collected from their classrooms. They show positive relationships with the staff from the club, who clearly know them well. Information is shared between school and the club about children's care needs and how their day has been. Children receive a warm welcome by the caring staff team and enjoy a social snack time. They talk to their friends and members of the staff team, sharing information about their day at school. Children are able to choose what they would like to eat for their snack.

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Inspector:

Lianne McElvaney They are offered more when they have finished. This ensures children have plenty to eat to sustain them during their time at the club.

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Inspector:

Children confidently move between indoors and the outside playground. They practise sports activities, such as tennis outside, learning to coordinate the ball and racket. Children develop their balance and core strength as they move from one stepping stone to another. They use these balancing skills to practise cycling on balance bicycles. All children, including those with special educational needs and/or disabilities and those known or previously known to social care, generally learn self-help skills. For example, they wash their own hands before eating and wash their plates after snack. This prepares children for future learning.

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Inspector:

Children are polite and use manners that staff have modelled to them as they share resources and toys. They build new relationships as they play with children who are in different classes when they are at school. Children have fun at the club and include the staff in their play. They learn new techniques as they model dough into shapes. Children talk to staff about what they are going to make and draw plans of their models before they start. They remain engaged for considerable periods and keep trying when they encounter difficulties with thoughtful encouragement from staff. Staff promote regular attendance as they offer children the opportunity to continue their creative projects next time they attend.

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Next steps

Leaders should support staff to encourage children to be more independent in completing tasks they are capable of doing themselves. Leaders should help staff to use opportunities during routines to support children's understanding of healthy habits.

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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:

Greythorn Primary School Greythorn Drive, West Bridgford Nottingham NG2 7GH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Bingley, Thomas Craig

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Address:

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

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Address:

Local authority: Nottinghamshire County 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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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