TB SPORT at Willow Farm

TB SPORT at Willow Farm

Unique reference number (URN): 2794901 Address: Willow Farm Primary School, Willow Lane, Gedling, NOTTINGHAM, NG4 4BN Type: Childcare on non-domestic premises Registered with Ofsted: 23/07/2024 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

Children enjoy coming to the club and engaging in the activities that staff plan for them. They are able to lead their own play ideas by moving resources from one activity to another. All children including those with special educational needs and/or disabilities and those known or previously known to social care are included and benefit from their time at the club. They play alongside each other enjoying their time in mixed age group activities. For example, children of all ages mix their own dough and observe the changes as liquids are added to the dry ingredients. They work together as a team and collaborate which helps them to develop their confidence and independence. Children learn to take turns and share resources as they pass the bowl around and each have a role to play in making the finished dough.

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Behaviour, attitudes and establishing routines Expected standard

Staff, who also work in the school, know the children well which helps children to build secure relationships with their key person. This ensures that children feel safe and can reach out for comfort and support when they need it.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and listen to instructions respectfully. Staff offer children reminders on boundaries in place for theirs and other's safety. For example, when children arrive staff remind the children about the rules of the club. However, staff do not provide children with opportunities to understand why these rules are needed. This prevents children from developing their own understanding of how to behave and why these expected behaviours benefit everyone.

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Children's welfare and wellbeing Expected standard

Overall, staff provide children with clear and structured routines which help promote their wellbeing and welfare. They understand children's individual needs and interests so they are able to provide reassurance and comfort if required. Staff support children sensitively to join activities, helping them to feel emotionally secure. Daily routines support children's physical wellbeing. Staff encourage children to wash their hands before meals and supervise them well while they eat. Children become increasingly independent as they cut their own fruit, make their own wraps to eat and pour their own drinks. They have daily opportunities to play outside and be physically active. Staff engage children in ball games and make use of the school playground. For example, children dig in the mud pit and enjoy exploring the mud kitchen.

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Children's welfare and wellbeing Expected standard

Staff work in partnership with the host school to ensure that the premises remain safe and appropriate for children's use. For example, staff check that outside spaces are safe and secure before allowing children to play on the school playground. Children are consistently given support to manage their emotions and feelings. Staff generally support children to resolve minor disagreements and reinforce expectations of sharing and being kind to one another. Children learn to manage their own time and make independent choices about where they would like to play. This strengthens children's resilience and wellbeing.

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Inclusion Expected standard

Leaders gather detailed information from parents when children are registered to attend the club regarding children's backgrounds, interests and additional needs. This information informs planning and daily organisation. Leaders use this information to identify any children that may have emerging additional needs. They liaise with families and relevant other professionals where appropriate to seek advice regarding effective strategies to support children's participation. For example, they gather information from school about children who required additional support to settle at the club.

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Inclusion Expected standard

Leaders use training and discussions to support staff to develop their understanding of inclusive practice. They ensure staff access safeguarding and other training linked to meeting children's needs and reducing barriers to participation. For example, they carefully consider children's food allergies and intolerances when planning food available to children for snack. Staff respond sensitively to meet individual children's needs to provide an inclusive provision and ensure their needs are met while maintaining positive communication with families.

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Inclusion Expected standard

Staff demonstrate awareness of children's differences and generally support them to participate in activities and lead their own play. Children of different ages play alongside one another and access a variety of activities, indoors and outdoors. Staff work in partnership with the host school to ensure messages about children's day at school are consistently shared with parents and carers.

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Leadership and governance Expected standard

Leaders generally understand their setting's strengths and further areas they intend to develop, including a separate space to offer an area for quieter activities for the younger children. They have collaborated with school to use funding to enhance the environment so that all children including those with special educational needs and/or disabilities and those known or previously known to social care are able to access the club.

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Leadership and governance Expected standard

All improvements are made with children's best interests in mind and strengthen what activities staff can offer at the club. Overall, staff are supported in their roles through meetings with leaders. These focus on wellbeing and targets for the team to achieve for the benefit of the children attending. Leaders offer ongoing training to staff as well as induction processes to help staff understand their roles and responsibilities. However, staff would benefit from more training focusing on their individual training needs to raise standards further.

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Leadership and governance Expected standard

Parents and carers speak highly of the care their children receive. They comment on their children being happy to attend and eager to come each day. Parents report that their children are safe and well cared for. They value the thorough feedback they receive from the staff at the club and know any messages from school are passed on to them.

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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 are collected from their classrooms at the end of the school day. They are welcomed into the relaxed and friendly club environment. Children including those with special educational needs and/or disabilities or known or previously known to social care are eager to talk to staff about their day at school as they are warmly welcomed by the staff. They are settled and confident as they choose activities they are interested in, such as making their own play dough. They have opportunities everyday to play outside and enjoy fresh air and exercise as they play ball games. Children thrive in the friendly and inclusive

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About this setting

atmosphere as staff encourage them to try new learning. Staff listen to children's ideas as they use dressing up costumes to pretend to be superheroes and talk about the magic capabilities of their capes.

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About this setting

Young children have opportunities to develop their large muscles outside as they run and climb. The large outdoor space allows children to move freely and expend energy after the school day. They develop their small muscles as they use a variety of equipment to create their own pictures. Children talk to staff about what they have drawn and enjoy taking their pictures home to show their parents. This shows the pride they have in their work as staff use praise to boost children's self-esteem.

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About this setting

Children learn how to keep themselves safe as well as being well supervised by staff. They enjoy quieter activities, such as reading with staff who interact positively as they share stories together. Children are relaxed and comfortable with these interactions and learn to express their own thoughts. Children generally play well together and learn to share and take turns. For example, they use construction resources and boxes to build their own models, sharing the resources available to them. Children enjoy attending and staff work with the school to support children's attendance. There is a positive relationship between the club and school, and information is shared regarding any changes in attendance.

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Next steps

Leaders should enhance professional development programmes to raise the quality of staff's interactions with children even further. Leaders should support staff to strengthen strategies that help children understand rules and expectations of behaviour at the club.

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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. Unique reference number (URN): 2794901

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Address:

Willow Farm Primary School Willow Lane, Gedling NOTTINGHAM NG4 4BN

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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,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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