Briar Hill Out Of Hours Club

Briar Hill Out Of Hours Club

Unique reference number (URN): 2817229 Address: Briar Hill Infant School, Coppice Road, Whitnash, LEAMINGTON SPA, CV31 2JF Type: Childcare on non-domestic premises Registered with Ofsted: 05/12/2024 Registers: EYR, CCR Registered person: Briar Hill Out Of Hours 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 Expected standard

Children are settled, happy and engaged, showing independence during routines and activities. Daily routines are well embedded and children demonstrate their understanding of these well. For example, children confidently follow hygiene practices and snack time procedures, and take responsibility for tasks, such as putting any food waste into the food waste bin. Children's confidence and increasing independence within these routines contributes to the efficient operation of the setting.

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Behaviour, attitudes and establishing routines Expected standard

Staff create a welcoming, considerate environment, where children feel safe and valued. Through high expectations, staff promote a positive culture, where children behave respectfully, engage confidently with others and develop confidence in themselves. Children play collaboratively and show kindness towards one another. For example, they work together to build different structures using bricks. Children demonstrate politeness and courtesy towards each other and staff, who praise children for their manners and encourage positive interactions.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff are positive role models and show genuine enjoyment in providing care and support to children. For example, leaders and staff are interested in children's conversations, they ask questions and share their thoughts. Staff spend time with children, for example, teaching them the rules of snooker and modelling how to hold the cue correctly. These interactions help to build trusting, caring relationships, and develop children's sense of belonging. However, these interactions are not always consistent across all members of staff.

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Children's welfare and wellbeing Expected standard

Children are encouraged to make their own healthy choices at snack time. For example, they choose cucumber to add to their cheese wraps as well as a choice of fresh apples or oranges, helping to develop their decision-making skills. Staff promote healthy lifestyles through activities, such as children playing skipping games and bat and ball games and, at times, staff join in. However, staff do not consistently interact with children throughout their session to enhance their experience further, specifically at snack time.

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Children's welfare and wellbeing Expected standard

Staff show respect and genuine care for children through the key-person system, which allows them to build trusting relationships. Staff get to understand children's genuine interests to plan ideas to bring into the setting. Staff plan and provide opportunities for children to play collaboratively and work as a team. This supports children's emotional wellbeing and strengthens their social skills. Furthermore, staff support children's safety by reminding them to wear their hat when they go outside due to hot weather and ensure children have fresh, cold water to drink. Leaders regularly review policies and procedures to ensure they reflect the setting and the children who attend. Children benefit from a stimulating environment, where they feel valued and supported.

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Inclusion Expected standard

Leaders and staff know children in the setting well. They work collaboratively with the school to exchange information, which allows appropriate support to be put in place. Leaders and staff have a robust understanding of how to support children with special educational needs and/or disabilities or those who may face additional barriers to their learning. This means they tailor the provision to meet children's individual needs through ensuring a wide variety of resources and providing varying levels of support.

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Inclusion Expected standard

There is importance placed on inclusivity at the setting through leaders and staff ensuring that all children have access to activities, no matter what their individual needs are. For example, children are given the choice of playing outside and taking specific resources with them, like dolls and skipping ropes, while others can choose to stay inside and develop creative junk modelling structures. Staff provide a diverse range of activities tailored to children's individual interests, which fosters an inclusive environment. This ensures every child feels valued and gains the confidence to participate.

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Inclusion Expected standard

Leaders share important information with staff, such as the most effective strategies to use to enable the best support to ensure children's individual needs are met. Staff have high expectations of all children to enable their success.

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Leadership and governance Expected standard

Leaders build well-formed, positive partnerships with the school, where information is appropriately shared. This supports the continuity of care and learning for children from the school to the setting. Leaders actively facilitate and empower staff to plan and deliver engaging, meaningful activities shaped by children's interests and their own unique, professional strengths. However, leaders do not always encourage staff to consistently enhance their activities through interacting purposefully with children.

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Leadership and governance Expected standard

Staff are happy and enjoy working at the setting. They report feeling well supported through regular development and training opportunities, alongside consistent check ins. Staff also comment that they receive good support for their wellbeing and feel their workload is managed effectively. Leaders support staff's mental health and wellbeing effectively, for example they provide flexibility to support personal circumstances and adapting the staff rota. Staff agree that their workload is well managed.

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Leadership and governance Expected standard

Leaders demonstrate an inclusive and child-centred approach, with admission arrangements that prioritise children and families most in need. Leaders actively promote equality, celebrate diversity and use feedback from families to continually improve the provision. This demonstrates a clear commitment, as the setting gets to know its families and children to be able to meet the needs of the community. Parents say that their children enjoy coming to the setting and are always very excited when they leave. Parents also comment that they feel well informed of updates and receive regular, clear communication.

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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 experience a welcoming, inclusive environment, where they feel known, valued and supported as individuals. Staff take time to understand each child's interests, needs and personalities, creating a space where every child can participate confidently. Leaders and staff work closely with the school to enable children to benefit from consistent support and smooth transitions, helping them feel secure and understood.

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

Children enjoy a wide range of activities that reflect their choices and interests. They can decide to colour and make pictures or play outside. This freedom of choice helps children feel respected and encourages them to develop independence. Staff thoughtfully tailor activities and provide varying levels of support so that all children, including those with special educational needs and/or disabilities or those with additional barriers to their learning, can take part meaningfully.

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

Daily routines are familiar and well understood. Children move through the session with confidence, using equipment to their liking, for example supporting each other to move resources outside and lining up when they come back inside. These routines help children feel capable and contribute to the smooth running of the setting. Children behave kindly and respectfully, working together on shared tasks, such as designing and creating their own football kits. Staff model positive interactions and celebrate children's good manners, helping them develop effective social skills and a sense of belonging.

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

Children's wellbeing is nurtured through warm relationships with staff, particularly with their key person, who gets to know them well and uses this knowledge to plan engaging

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Address:

Briar Hill Infant School, Coppice Road Whitnash LEAMINGTON SPA CV31 2JF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 05/12/2024 experiences. Children make healthy choices at snack time and enjoy active playground games. Staff encourage teamwork and collaboration, supporting children's emotional development and helping them build friendships. Children feel safe, which is evident through the calm atmosphere.

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Address:

Overall, children experience a stimulating, inclusive environment, where they are encouraged to be independent, kind and confident. They build trusting relationships with staff, enjoy a wide variety of activities shaped by their interests, and feel proud to be part of a setting that celebrates who they are. Parents describe their children as excited to attend, reflecting the positive, child-centred culture that leaders and staff work hard to create.

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Next steps

Leaders should continue to strengthen staff interactions with children and the supervision of children to develop consistently high-quality engagement.

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About this inspection

The inspector spoke with leaders, staff 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. Registered person: Briar Hill Out Of Hours Club Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:50 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 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

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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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