Party on a Cloud at St. John's School

Party on a Cloud at St. John's School

Unique reference number (URN): 2786321 Address: St. Johns Infant School, Gills Hill Lane, Radlett, WD7 8DD Type: Childcare on non-domestic premises Registered with Ofsted: 26/04/2024 Registers: EYR, CCR Registered person: Craig, Ben

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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

Children have many spontaneous and explicit opportunities to develop their confidence, and leaders explicitly plan for children to showcase this skill.

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Children's welfare and wellbeing Strong standard

Leaders have created a safe, welcoming environment where all children develop and thrive. All children are settled and sustain high levels of engagement. Staff interactions with children are consistently warm, positive and uplifting, with children's welfare and wellbeing at the centre of practice. Staff are attentive and responsive, recognising when children need additional support and when they benefit from space and independence to build confidence, challenge themselves and succeed.

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Children's welfare and wellbeing Strong standard

Typically, children manage their personal needs independently. Staff consistently respond to children's needs in a caring manner and offer lots of praise and reassurance. They closely monitor children who might need support in a new environment. Embedded and well- structured routines motivate children to develop long-lasting healthy habits. Staff consistently promote self-help skills and hygiene practices. Children understand and explain how to keep themselves safe. They understand and explain why it is important not to share the foods that they have, including the consequences. As a result, children consistently make healthy choices and decisions. Staff are highly responsive to children's varying needs and promote good manners. Children demonstrate positive social skills. Children's knowledge is embedded by effective teaching through song and rhyme.

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Children's welfare and wellbeing Strong standard

Children are notably eager to be involved in activities. In the playground, they develop their physical skills, running, climbing and swinging. Children take turns pouring water from containers in the outdoor water tray. They invent their own games, developing their creativity, self-expression and imagination. Children develop good friendships with other children of various ages.

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Behaviour, attitudes and establishing routines Expected standard

There are high levels of attendance at this club. Younger children have key persons and confidently access all the activities. This arrangement helps to support their emotional wellbeing and sense of belonging in the club.

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Behaviour, attitudes and establishing routines Expected standard

Children play well together. They enjoy regular opportunities to sing, dance and take supporting roles in performances and skits. Staff regularly model expectations and have positive interactions with the children. Children are notably well behaved at this club. They quickly learn and adapt to the rules of the club. Children demonstrate that they can independently manage their own behaviour and meet the expectations of staff. When children might become overwhelmed, staff are quick to support them. Staff are effective at teaching children to use calming strategies to encourage positive behaviour. Leaders model the behaviour and levels of engagement that they seek while activities take place. They are quick to praise positive behaviour. This builds children's trust in key adults and their own emotional security.

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Behaviour, attitudes and establishing routines Expected standard

Children wait patiently to transition between activities. Routines are well established, meaning that it is easy for children to follow the familiar instructions.

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Behaviour, attitudes and establishing routines Expected standard

Staff are well organised, highly skilled and confident in their responsibilities. They seamlessly and effectively adapt schedules when necessary. For example, in response to the extreme weather, the daily schedule is adjusted to ensure that outdoor play is at a cooler time of day, ensuring that children still benefit from the wide range of activities offered. Their calm and approachable nature ensures activities run smoothly, benefiting the children.

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Inclusion Expected standard

All children, including those with special educational needs and/or disabilities (SEND), are supported by caring staff. Leaders and staff get to know the children at the earliest opportunity. Leaders communicate regularly with parents about their children's needs. Prior to children joining the club, leaders seek information from parents to help them understand how to support children's individual needs. The necessary information is typically shared with club staff, enabling them to become familiar with general strategies that will support children while attending the club.

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Inclusion Expected standard

When staff identify children who may be struggling to manage their behaviour or emotions, they intervene and offer appropriate comfort.

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Inclusion Expected standard

Leaders ensure that staff know the strategies to use and where to find resources for children who need them to support de-escalation. They are able to support children who might find aspects of the routines and activities challenging.

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Inclusion Expected standard

Leaders and staff consider when adjustments are needed. For example, all staff are aware that some children with SEND may become overwhelmed in busy or loud environments. They organise quiet spaces where children can retreat when feeling overwhelmed.

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Inclusion Expected standard

Leaders know how to engage children, including those with additional needs, and reduce barriers. Leaders support children to ensure their needs are met and effectively identify how each child will benefit most from the activities offered.

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Leadership and governance Expected standard

Leaders understand the club's strengths and can identify some areas for development. They are committed to continually raising the quality of the provision. However, leaders have not fully considered how best to share certain staff's skills and expertise with others in the team and have a more robust focus on staff's professional development.

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Leadership and governance Expected standard

Leaders ensure that staff feel valued. They consistently support staff to help them carry out their roles successfully. Leaders are always visible at the clubs. This benefits staff, who report feeling well supported by leaders' presence. Leaders ensure that staff workload is manageable and does not create an unnecessary burden. They prioritise staff wellbeing, and this demonstrates their commitment to high-quality care for children. Staff are confident in their daily responsibilities. Their calm nature ensures that activities run smoothly and that children feel comfortable approaching them for support.

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Leadership and governance Expected standard

Leaders consistently engage positively with parents, sharing information about the activities on offer and feedback about their child's day. They are highly communicative, and, as a result, all parents are positive and forthcoming in praising club leaders for their care of children.

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Leadership and governance Expected standard

Staff ratios are high, and deployment is both impressive and highly effective. This means that staff can promptly support and effectively engage with all children, including those who might need additional support.

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

Children are happy, relaxed and well cared for at this holiday club. There are ample opportunities for them to develop positive social skills. For example, some children draw pictures with chalk on the playground while others drive trucks and dinosaurs through the water in the water trays. Children of all ages, including those with special educational needs and/or disabilities, play together and listen attentively to the entertainment shows performed by club leaders. Children at this club are encouraged to develop their imagination and sense of wonder through engaging, first-hand experiences.

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About this setting

Children who are attending for the first time are excitedly welcomed by others and quickly make friends. All children, including new starters, are confident in asking staff for help when they want to find a friend in the playground or need help locating their water bottle. Children, with the support of peers, develop a strong sense of belonging at this club.

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About this setting

Children really enjoy their outdoor play. They swing on apparatus, gaining momentum to move themselves forwards and backwards. Children balance on the wooden beams of the trim trail and join their friends in follow-the-leader games. They listen well to instructions and follow the rules of the club.

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About this setting

Children are helpful and courteous towards adults and friends. More confident children typically seek to involve less confident children in their dance and play. They accept and support the differences of one another and help new attendees to feel like they belong. All children have regular opportunities to develop their confidence and thrive at this club.

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About this setting

Staff value and carefully consider children's interests and ensure the themes, resources and crafts are inspiring and engaging. Children are fully engaged in all of the exciting experiences offered at the club. Activities are well planned around the children's interests, which results in children who are eager to engage.

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Next steps

Leaders should embed a culture of continuous improvement by consistently providing learning and expertise opportunities which precisely match their priorities for improvement.

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About this inspection

The inspector spoke with leaders, practitioners, the designated safeguarding lead and the special educational needs coordinator 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. Unique reference number (URN): 2786321

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Address:

St. Johns Infant School Gills Hill Lane Radlett WD7 8DD

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:15 - 15:45

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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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