Breaston Wrap Around Care Ltd

Breaston Wrap Around Care Ltd

Unique reference number (URN): 2771236 Address: St. Michaels Church Hall, Main Street, Breaston, Derby, DE72 3DX Type: Childcare on non-domestic premises Registered with Ofsted: 10/01/2024 Registers: EYR, CCR, VCR Registered person: Breaston Wrap Around Care Ltd

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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 Strong standard

Leaders and staff have established and embedded a positive environment with clear, commonly understood expectations for behaviour. Staff are consistent role models, speaking with genuine kindness and respect to children and, in turn, children do the same with their friends. Children use their manners, politely asking for help when they need it or when they want to join others in their play.

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Behaviour, attitudes and establishing routines Strong standard

Staff ensure children have multiple opportunities to do as much for themselves as possible. For example, even the youngest children readily put their rubbish in the bin and they put away resources, when they have finished with them. In addition, children are keen to take an active role in the setting. They take on the role of 'mini managers' and help staff set up the club's activities.

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Behaviour, attitudes and establishing routines Strong standard

Children enjoy playing with others. For example, children cooperate to build a track for their cars. They share ideas, listen to each other and help each other connect the track together. Others sit with staff to draw flowers. Children concentrate as they use their observational skills to recreate the real flowers placed on the table for them to copy. Children show pride in their finished artwork.

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Behaviour, attitudes and establishing routines Strong standard

Leaders monitor children's attendance. They ensure that any absences are checked to keep children safe. Staff work closely with parents to help them understand the importance of regular attendance at the setting.

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Children's welfare and wellbeing Strong standard

Leaders and staff know children and their families extremely well. Staff understand that each child is unique and they skilfully adapt activities, strategies and the environment to be inclusive and to meet individual needs. This sees all children engage fully with the activities and routines during the session.

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Children's welfare and wellbeing Strong standard

Children receive support to keep themselves healthy, happy and safe. For example, staff support children to learn road safety rules as they walk to and from school. Children consistently make their own healthy choices and decisions at snack time and established systems are in place to ensure children's dietary needs are met. Staff fully embed hygiene practices, such as handwashing, into the daily routine. Children demonstrate independence as they manage these routines competently.

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Children's welfare and wellbeing Strong standard

Children have multiple opportunities to develop their muscle strength and coordination skills. Indoors, children are safely supervised as they use mats to practise their gymnastic skills on. They proudly show staff they can roll and do handstands. Staff are aware that some children prefer quieter spaces. They provide reading tents and craft activities that children readily access. This helps children to feel safe and settled after their school day.

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Inclusion Strong standard

Leaders have robust procedures in place, enabling them to work closely with the school to recognise children's individual needs promptly. This includes those children with special educational needs and/or disabilities (SEND), disadvantaged children or those with other barriers that may affect children's engagement. Leaders use this knowledge to put individual plans in place when necessary. This helps children to get the most from their time at the club.

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Inclusion Strong standard

Leaders and staff provide an inclusive setting to enable all children to access, take part and focus on activities, such as art, role play and physical activities. Staff model play and provide one-to-one help to support children to take part in activities. Leaders and staff know that each child is unique. They want all children to have a voice and regularly gather feedback and ideas for future activities. Staff recognise that children with SEND take comfort from familiar resources. They thoughtfully consider the environment, providing a mix of new and well-known resources. As a result, children access the familiar resources initially, quickly developing their confidence and joining in with the activities provided at their own pace.

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Leadership and governance Strong standard

Leaders are reflective and work hard to ensure the club provides high-quality care for all children. They work closely with the local school and parents to provide carefully tailored care for children. Leaders align the school's values with the club's own to help continuity for the children throughout the day. In addition, they use key school topics to help provide structure to the club activities, enabling children to continue building on their knowledge.

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Leadership and governance Strong standard

Leaders have a robust overview of the setting, providing ongoing support to staff to ensure children receive quality support from the consistently familiar staff team. This enables them to develop positive relationships. Leaders fully consider staff's wellbeing and workload. They ensure that support, professional learning and mentoring is of high quality and available when needed. Staff say they enjoy working at the setting. Parents are overwhelmingly positive about the care their children receive. They say their children's individual needs are very well catered for. Parents say their children are valued, included and well cared for.

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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 extremely happy and well settled at this welcoming before- and after-school club and holiday club. They arrive from school, quickly hanging up their bags on the dedicated coat pegs. They line up at the door, eager to take part in the enticing activities on offer. Children thoroughly enjoy working with staff on their chosen activities. For example, children take part in a penalty shootout game. They line up, taking turns to kick the football through the net. This helps children develop their coordination skills and muscle strength. Older children readily share hints and tips with younger children and staff help them

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Address:

St. Michaels Church Hall Main Street, Breaston understand the rules of the game. This enables all children to take part. Children readily cheer and praise each other for their efforts. This motivates children to keep lining up to try again.

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Address:

Leaders and staff consistently promote an inclusive environment for children in their care. Activities are very well considered to ensure differentiation, but also structure and familiarity for those children who may need it. Children enthusiastically take part in the club routines. They set up chairs for snack, they put their leftovers in the bin and they helpfully put resources away ready for the next person to use. Children beam at the praise they receive from staff for their help. Children remain deeply engaged in their chosen activity. For example, they focus as they use small trowels to scoop up compost from a tub and show great care as they gently place their chosen plant in the pot. Staff explain that the plants are called 'succulents' and they show children the roots of the plant. Children confidently share with staff that their plants need water and sun to grow. This supports children to learn about

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact for all children, particularly those who may face barriers to their wellbeing or need additional support.

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About this inspection

The inspector spoke with leaders and staff 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 . Derby DE72 3DX Type: Childcare on non-domestic premises

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About this inspection

Registered person: Breaston Wrap Around Care Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,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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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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