4 Community Trust St Martins

4 Community Trust St Martins

Unique reference number (URN): 2802961 Address: St. Martins C of E Primary School, Lower Church Lane, TIPTON, DY4 7PG Type: Childcare on non-domestic premises Registered with Ofsted: 06/08/2024 Registers: EYR, CCR, VCR Registered person: 4 Community Trust Community Interest Company

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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

Leaders and staff establish routines that help children to understand expectations and settle quickly into the club's environment. Generally, a daily routine provides children's structure and consistency, while allowing flexibility to meet their needs and preferences. Staff offer children choices throughout the session, including the order of activities and the resources they wish to use. This approach promotes children's independence and encourages them to take an active role in their experiences.

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Behaviour, attitudes and establishing routines Expected standard

Staff prepare and organise resources before children arrive. This enables sessions to begin smoothly and ensures children can access activities without unnecessary delays. Staff build positive relationships with children and use these relationships to support cooperative behaviour. They encourage children to take turns, share resources and interact respectfully with their peers. Staff know children well and use this knowledge to anticipate their needs and respond promptly. This helps to maintain a calm and purposeful atmosphere.

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Behaviour, attitudes and establishing routines Expected standard

Most children behave appropriately and engage positively with activities and one another. Staff manage any minor instances of low-level behaviour through calm and consistent approaches. This minimises disruption and supports children to re-engage successfully. However, leaders have not considered how transition times, particularly when children arrive later to the club, affect children's engagement. This occasionally contributes to low-level issues with children's behaviour. Leaders also promote attendance and punctuality through a flexible approach that supports the needs of families.

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Children's welfare and wellbeing Expected standard

Leaders and staff support children's wellbeing and welfare. Staff take time to build positive relationships with children and families. This enables them to understand children's individual needs and provide appropriate support. Staff recognise and respond sensitively to children's emotional needs, offering reassurance and guidance when required. They maintain a calm and supportive approach. Staff provide spaces, where children can regulate their emotions, relax or engage in quiet play when needed.

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Children's welfare and wellbeing Expected standard

Staff follow clear procedures for handwashing and food preparation. They help children to develop an understanding of healthy routines. Leaders ensure that staff access food hygiene training so that they can carry out these responsibilities effectively. The setting provides healthy food each day and encourages children to develop independence during mealtimes. Children serve their own food, pour drinks, clear away after eating and confidently use the food waste bin. Staff ensure that water and other drinks remain readily available throughout sessions to promote hydration.

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Children's welfare and wellbeing Expected standard

Leaders demonstrate a clear understanding of the local community and provide practical support for families through initiatives, such as a food pantry and access to passes for local attractions and activities. Children have access to a small adjacent outdoor area and the wider school grounds. However, there are limited resources and staff plan inconsistently for outdoor opportunities for children. This reduces opportunities for children's play and engagement when they are outside. Leaders have identified the need to strengthen communication with school leaders to support the development and regular use of these areas.

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Inclusion Expected standard

Leaders recognise the importance of creating an inclusive environment, where all children feel valued and supported. They ensure that staff access relevant training to develop their knowledge and understanding of inclusion. Staff work closely with leaders, schools and families to identify the individual needs of children as they register to attend the out-of- school club. This process enables staff to plan effectively for children with special educational needs and/or disabilities. It also helps them to identify any barriers to children's engagement, participation or wellbeing. Staff make necessary adjustments to support children's needs, including creating calm spaces for those who require assistance with emotional regulation.

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Inclusion Expected standard

Staff take time to gather information from children and their families. This helps them to understand each child's interests, preferences and support requirements. Leaders and staff maintain systems that enable them to share relevant information with parents and carers and schools regarding children's experiences and attendance at the club. They also keep an individual profile for each child to support continuity of care and personalised planning.

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Inclusion Expected standard

Generally, staff provide a range of activities that children enjoy. Activities typically reflect children's interests and promote participation. Staff create a welcoming environment, where most children engage positively in play and social experiences. However, leaders have not developed the provision sufficiently to ensure that activities consistently meet the differing ages, stages of development, interests and individual needs of all children. As a result, children's engagement is not consistently promoted, and the provision does not fully support every child attending the club. During the session, children showed limited engagement with the planned activities, and staff did not provide a sufficient range of choices to reflect children's varying interests, abilities and developmental needs.

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Leadership and governance Expected standard

Leaders demonstrate a clear understanding of the strengths of the club and the areas that require further development. They use this knowledge to maintain appropriate standards, monitor practice and identify priorities for improvement. Leaders establish induction procedures that support new staff to understand their roles and responsibilities. They support staff to become familiar with the setting's expectations and policies.

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Leadership and governance Expected standard

Leaders ensure that staff complete required statutory training and have access to additional professional development opportunities to extend their knowledge and skills. Staff participate in regular supervision meetings, where they discuss practice, raise concerns, reflect on achievements and identify any further training needs. This approach supports continuous professional development and helps leaders to monitor staff's wellbeing and performance.

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Leadership and governance Expected standard

Leaders place a clear emphasis on staff's wellbeing. They provide support for their health and personal circumstances. Leaders offer staff flexibility in working arrangements when required. They also provide practical support for staff facing legal or other personal matters. This helps staff to feel valued and supported in their roles.

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Leadership and governance Expected standard

Leaders promote positive partnerships with parents and carers and the wider community. They ensure that staff build relationships with families and respond to identified needs through a range of initiatives and support services. Leaders have also established links with the school. However, these partnerships have not been developed further to strengthen transitions between school clubs and the provision and to support the ongoing development of the play environment.

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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 arrive at this out-of-school club happily. They settle quickly into the welcoming environment, where staff greet them warmly. Staff take time to talk with children about their day. They know children well and recognise their individual needs, interests and preferences. Staff make adaptations, when required, so that children can participate fully and feel included in the activities on offer.

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

Children access resources and activities with confidence. They understand the routines of the club and know that they can make choices about how they spend their time. Staff provide flexibility within the daily routine. They respond positively, when children request different resources or activities. This helps children to feel listened to and encourages them to take ownership of their experiences.

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

Children demonstrate increasing independence throughout the session. They share their ideas, plans and interests with staff, who respond with encouragement and support. Children work together to gather cushions, blankets and beanbags to create comfortable den spaces. They use these areas to relax, socialise or spend time quietly with friends.

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

Staff place a clear emphasis on children's wellbeing. During periods of hot weather, they ensure that children have regular access to water. Staff also encourage children to participate in calmer activities that support their comfort and welfare. At mealtimes, children enjoy the healthy food provided by the club. They independently select ingredients and prepare their own wraps while chatting with friends about their choices, likes and dislikes. Staff offer support, when needed, while encouraging children to develop confidence and self-help skills.

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

Children benefit from positive relationships with staff. They enjoy spending time in an environment, where their views are valued. Parents and carers speak highly of the staff team and the care their children receive. Their comments reflect the trusting relationships that leaders and staff have established with families.

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Next steps

Leaders should strengthen partnerships with the school to improve the environment and access to outdoor areas, while enhancing times of transition to better support children's positive behaviour. Leaders should further enhance activities to ensure all children remain engaged and interested, while providing appropriate support to meet the needs of children of all ages and stages.

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Address:

St. Martins C of E Primary School Lower Church Lane TIPTON DY4 7PG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: 4 Community Trust Community Interest Company

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 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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About this inspection

The inspector spoke with leaders, staff, parents and carers and children 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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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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