Burstwick Out Of School Club

Burstwick Out Of School Club

Unique reference number (URN): EY245573 Address: Burstwick Community Primary School, Burstwick, Hull, HU12 9EA Type: Childcare on non-domestic premises Registered with Ofsted: 10/12/2002 Registers: EYR, CCR, VCR Registered person: Burstwick Out of School Club Committee

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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

Staff model kindness and respect. They consistently use manners. Staff use please and thank you at appropriate times. They greet all children on their arrival. Children copy this behaviour and greet all their friends as they arrive. Staff teach children to be respectful and show consideration for others. They praise children for following the golden rules. These include using kind hands and feet, as well as kind words. This supports children's self- esteem and confidence. Children build strong bonds with staff. They are excited to share their weekend with them and explain how they took the school mascot home. When children complete artwork, they approach staff to hang it up on the 'stars' board. Children take pride in their achievements.

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Behaviour, attitudes and establishing routines Strong standard

Staff have high expectations for all children. Children understand the setting's expectations and follow routines confidently. Children wait patiently at the table for their breakfast. Children wait for their friends to finish eating. Then, they politely ask to leave the table. Children line up and make space for their friends to join the queue. They behave well and develop positive attitudes to their learning. Staff promote regular attendance and work closely with families to support children's engagement. This involves helping separated parents manage their children's anxiety upon arrival.

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Children's welfare and wellbeing Strong standard

Staff are fully committed to promoting children's physical development and wellbeing. They have a deep understanding of children's individual needs. Children, particularly disadvantaged children, and those with special educational needs and/or disabilities, develop secure attachments through positive relationships with their key person, regularly seeking them out to have their needs met.

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Children's welfare and wellbeing Strong standard

Staff are extremely responsive to children's needs. They use strategies for each child. For example, a reassuring hug or a soft word helps children feel calmer and more relaxed. Staff provide colouring activities and arts and crafts. This allows children to play alongside staff and talk about how they are feeling and why. Children learn to express their feelings and emotions. They also develop ways to manage them.

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Children's welfare and wellbeing Strong standard

Children build independence and learn about healthy lifestyles. Staff encourage children to manage their self-care needs. They often talk about healthy foods and allergies during snack time. Staff give focused support to help children build resilience. They use games to show children what it is like to win and lose. They play football with friends and bat-and-ball games. Children strengthen their muscles by bouncing on large hoppers. Staff teach children about the importance of physical exercise.

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Inclusion Expected standard

Long-standing staff are passionate and committed to offering inclusive care. They work at the school, so they get to know all children well. This enables them to identify emerging needs through observations at an early stage. Staff at the club and teachers work together with parents to remove barriers. This includes children with special educational needs and/or disabilities (SEND), those from disadvantaged backgrounds, and children who are or were known to social care. However, staff have limited knowledge of the graduated approach. This is because they have a close relationship with the host school and the Special Educational Needs Coordinator (SENCO), who complete the appropriate assessments and referrals. That said, all children's needs are met.

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Inclusion Expected standard

Teachers share this information with staff. Then, staff adapt their teaching, routines, and resources to meet all children's needs. This helps all children join in with their peers. For instance, they use visual timetables, picture cards, and one-to-one support. This means that children typically make steady progress from their starting points.

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Leadership and governance Expected standard

Leaders and staff have a clear understanding of the setting's strengths and areas for development. This includes the need to prioritise staff's professional learning and knowledge on the graduated approach, and special educational needs and/or disabilities (SEND) and to prioritise a framework for staff supervision. That said, the host school supports the staff well.

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Leadership and governance Expected standard

Staff have established partnerships with other professionals, which have a direct impact on children. They work closely with teachers. This makes transitions smoother and helps children feel confident about routine changes. Staff also complete direct work with children when identified by the host school. Children are fully supported and make progress from their starting points.

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Leadership and governance Expected standard

Staff are proactive in their partnership working. They have strong relationships with families and work sensitively with parents. Information is shared through daily updates and WhatsApp. Parents say they are happy with the quality of care. They also get regular updates about their children's experiences at the setting. This provides a consistent approach to children's care between home and the setting.

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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 feel safe, secure, and valued in a warm and welcoming environment. It's inclusive and supportive for all. They arrive eager to meet their friends and learn the routines that make their day run more smoothly. Children say 'good morning' to all staff, visitors, and children. They save seats at the breakfast table for their friends. Children show their positive social skills as they sit down together and chat.

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

Children enjoy their learning and engage with enthusiasm in a broad range of experiences. They develop coordination as they play swing ball with their friends. Children then progress

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Address:

Burstwick Community Primary School Burstwick Hull HU12 9EA to bats and balls. Children thrive as they build on their existing knowledge. Children are curious about their surroundings. They enjoy learning about birds nesting in the trees. They learn about the materials birds use for nesting and the life cycle. Children engage in active play as they learn how to use fitness equipment. Friends and staff teach younger children how to move their hands and feet in different ways on a stationary bike. Children persevere when faced with challenges and demonstrate their resilience. They take pride in their achievements when they master the skill. They call for staff to watch.

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Address:

Children enjoy their learning and engage with enthusiasm. For example, they enjoy imaginative play as they make paper aeroplanes. Children work together to master the folds. They use cello tape provided by staff to add weight. Children thrive as they build on their existing knowledge. Children are curious about their surroundings. They enjoy learning about birds nesting in the trees, the materials birds use for nesting, and their life cycle. Staff monitor children's attendance. They support families at short notice so children can attend.

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Next steps

Leaders should implement a structure with clear lines of accountability and reporting procedures, while supporting staff's professional development.

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About this inspection

The inspector spoke with leaders, staff, parents 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. Type: Childcare on non-domestic premises

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About this inspection

Registered person: Burstwick Out of School Club Committee

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About this inspection

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

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About this inspection

Local authority: East Riding of Yorkshire

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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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