The Lime Trees at Hawthorne

The Lime Trees at Hawthorne

Unique reference number (URN): 2800765 Address: Hawthorne Primary School, Keepers Close, Bestwood Village, Nottingham, NG6 8XE Type: Childcare on non-domestic premises Registered with Ofsted: 18/07/2024 Registers: EYR, CCR, VCR Registered person: The Lime Trees Group CIC

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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

Generally, children follow embedded routines put in place by leaders and staff. Children know where to hang their coats and bags on arrival. Typically, they listen well to clear instructions given by staff. They reiterate the expectations of the setting to keep them safe. Children look after their environment, working together as a team to tidy away toys to where they belong. Staff celebrate children's work on a display where children enjoy sharing their creations with their peers and families. Children have a real sense of belonging at the setting.

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Behaviour, attitudes and establishing routines Expected standard

Staff plan a variety of opportunities within the provision for children to develop their independent skills from a young age. Children learn to self-serve, clear their own plates and clean up any mess. Children develop real-life skills for the future. They also learn to dress themselves through a variety of role-play costumes of interest. Overall, they have a positive attitude to learning.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive bonds with staff. They eagerly want to join in and engage with staff in activities and have many back-and-forth conversations. Staff regularly follow children's lead where children sustain attention well. Leaders and staff follow-up unexplained absences and monitor any repeated patterns which may be a cause for concern.

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Children's welfare and wellbeing Expected standard

Children know to wash their hands and sit at the table when eating, supported by staff. They follow good hygiene practices. Staff also support children to develop healthy habits. Children enjoy preparing their own meals and are frequently introduced to new fruits to taste. Staff name the foods during eating times and talk about the importance of drinking water. Staff also support children's social skills well asking them about their day and what they are up to at the weekend. Children enjoy taking turns to share their experiences. Staff also regularly plan outdoor activities to support children's physical skills and also healthy attitudes towards exercise. Children learn to balance on tyres, run chasing bubbles and kick footballs.

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Children's welfare and wellbeing Expected standard

Generally, leaders and staff know how to support children's emotional understanding, such as naming children's emotions and using flashcards to share feelings in the moment. However, on occasion, staff do not consistently support children's wellbeing further. For example, staff do not always use the same strategies shared by the host school to support young children particularly during nappy changing. This would help children to anticipate and participate in the steps. Additionally, staff do not consistently support children to talk further about their feelings to support their emotional understanding.

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Inclusion Expected standard

Leaders and staff accurately identify and assess children who may need extra support. They use this information to adjust activities and resources within the provision, such as adding sensory toys, to meet children's needs. Although at the time of the inspection, there were no children attending with special educational needs and/or disabilities (SEND), leaders and staff know to gather information on how to support individual children's needs, working closely with parents and the school. Typically, staff know how to support children with SEND if they were to attend in the future.

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Inclusion Expected standard

Generally, staff adapt their interactions to support children such as modelling correct pronunciation and using simpler language for younger children. Leaders and staff support children when they first start to help children settle quickly into their care. They offer settling- in sessions, add interests and make changes such as changing their menu for children with allergies, intolerances or stated preferences. Leaders plan activities to build on children's experiences and skills. They provide opportunities children may not necessarily have experienced before. For example, young children build on their independent skills through pouring their own water during snack time and set their own table for eating. Overall, this supports children to develop life-skills for the future.

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Leadership and governance Expected standard

Leaders are aware of their setting's strengths and reflect well on their areas of improvement. They have put in place changes to their routines to support children to have more opportunities to be independent. They have also recently implemented social starter cards which include a variety of questions. They use them during eating times to support staff to have positive back-and-forth conversations with children. Leaders support staff ensuring all mandatory training is completed and further training is advised. Staff reflect positively on the support provided and state leaders promote positive wellness. They feel heard and valued. Leaders and staff are passionate about their roles and responsibilities. However, leaders do not consistently use their self-evaluation accurately to support staff's professional development to achieve the highest quality of provision.

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Leadership and governance Expected standard

Leaders and staff work closely with parents and schools. They also work well with the school to find out about their day and any concerns to consistently feedback to parents. Before children attend, leaders ensure they gather vital information from parents to implement changes, when necessary. They have built positive relationships with parents and schools to ensure continuity in children's care.

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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 the club and settle quickly, putting their belongings in a designated place. They are happy and secure where they enjoy having conversations about their day with staff. Staff ask how children are feeling to support them to name their emotions. Children also have an area to help them when they would like a quieter time to relax from the school day. Those children who struggle to manage their emotions access a variety of sensory resources, recently put in place by staff to support children to feel calm.

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About this setting

Unique reference number (URN): 2800765 Staff have daily communication with parents. They share up-to-date information about the children on their day and any issues or concerns. Children build positive relationships from the very beginning as staff gather information on their interests to implement within the provision. Children's interests are regularly followed to support children to sustain attention and share their likes with their peers. For example, children share their enjoyment of learning about volcanos at school, where staff put in place a sensory activity to recreate with them. They enjoy sharing their knowledge on what they have learned at school with staff and their peers during the activity.

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About this setting

Children have regular access to indoor and outdoor activities, carefully planned by staff to ensure they are age-appropriate for all the children attending. They enjoy a variety of activities such as crafts, role play and building. Children dress-up as their favourite occupation, and act out their role such as a police officer. Children use different materials and tools to create their own collage, developing their creative and imaginative skills. They are confident in asking for help and staff are responsive to their requests. Staff regularly praise children on their efforts and achievements.

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Next steps

Leaders should support staff to consistently support children's wellbeing further, particularly to help children meet their personal needs and develop their emotional understanding. Leaders should put in place specific training linked to children in their care to improve staff's confidence and knowledge.

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About this inspection

The inspector spoke with leaders, staff 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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Address:

Hawthorne Primary School Keepers Close, Bestwood Village Nottingham NG6 8XE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Lime Trees Group CIC

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Operating hours:

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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