Parsloes Extended School

Parsloes Extended School

Unique reference number (URN): 2782899 Address: Parsloes School, Spurling Road, Dagenham, RM9 5RH Type: Childcare on non-domestic premises Registered with Ofsted: 05/03/2024 Registers: EYR, CCR, VCR Registered person: GSJM Sports 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

Leaders and staff have high expectations of behaviour. As a result, children are well behaved. Where minor disputes occur, staff typically support children to resolve the problem. Staff encourage children to understand the impact of their actions on others. They model the expected behaviours and suggest ways in which relationships can be restored. This supports children to develop empathy and compassion for others.

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Behaviour, attitudes and establishing routines Expected standard

Staff encourage older children to take on leadership roles, such as sports lead. These children lead activities, include others and model expectations. For example, during a game of 'Simon Says', older children take it in turns to describe the action. They encourage their peers to listen carefully. Children who struggle with this are sensitively supported, allowing them to feel a sense of achievement. This strengthens children's responsibility, resilience and respect within the provision.

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Behaviour, attitudes and establishing routines Expected standard

Children play collaboratively together. They share and take turns with the equipment. They show respect for each other and the environment. For example, during a mini sports day activity, children take turns to use the eggs and spoons. When finished, they offer the equipment to the next child in line. Staff celebrate children's achievements. They offer specific praise. This fosters a sense of pride in their work.

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Children's welfare and wellbeing Expected standard

Leaders have robust policies and practices to support children's individual needs. Children engage in many physical activities to support their development. They develop core skills like running, jumping, hopping and balancing during sports day activities with a specialist coach. However, children do not always access the outdoor provision. This means they do not always benefit from learning outdoors and develop healthy habits.

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Children's welfare and wellbeing Expected standard

Leaders ensure children receive healthy, balanced and nutritious food. Children with dietary needs are well supported during mealtimes. Clear systems are in place to ensure they stay safe. Children squeal with delight when they find out yoghurt and watermelon are on the menu for the day. Staff discuss with children the benefits of healthy eating and which foods to limit in our diets. This supports children to develop their physical health and understanding about healthy food choices. Mealtimes are a social event with children discussing their likes and dislikes. Staff ensure children are always supervised when seated while eating. This routine is embedded. They remind each other of the rules at mealtimes.

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Children's welfare and wellbeing Expected standard

Children are given choices. During a pizza-making activity, children vote on which topping they would like on their pizza. They listen respectfully to their peers and their choices. This fosters a sense of autonomy and acceptance of differences.

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Inclusion Expected standard

Leaders and staff actively promote an inclusive culture. They work closely with parents and carers and the host school to identify children who may need additional support. This supports continuity of care between provisions. They quickly assess what any need is and then put in place actions to support development. Typically, children with barriers to learning are supported. For example, children who are struggling to manage their emotions are spoken to with kindness and patience. Staff take time to find out the root cause of the emotion and give children opportunities to talk about their feelings. This supports children to manage their wellbeing.

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Inclusion Expected standard

Leaders and staff work with external professionals. They draw on their expertise to adapt their provision to ensure children have the best support. Children with dietary needs are well supported. Clear and accessible care plans are created. This information is shared with the whole team, and training ensures it is implemented effectively.

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Inclusion Expected standard

Leaders adapt their method of communication with parents. They ensure all parents, regardless of their individual needs, are kept informed about the activities that are taking place and children's progress. They work hard to identify the best means of communication and put effective measures in place. This supports the provision to make a positive difference for children.

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Leadership and governance Expected standard

Leaders have a secure understanding of the provision's strengths and areas for development. Leaders typically have a clear vision for providing high-quality care. They are passionate about ensuring all children have their needs met and that they are safe and secure, including children with barriers to their learning.

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Leadership and governance Expected standard

Leaders take into account staff's wellbeing and workload. Through regular one-to-one sessions, staff are given the opportunity to share any concerns. Secure recruitment and ongoing mentoring sessions ensures staff feel valued and understand their role. This ensures the best possible outcomes for children are promoted.

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Leadership and governance Expected standard

Leaders establish a culture of continual improvement. Staff's professional learning is supported. Leaders create a bank of mandatory training to ensure staff are up to date with changes to legislation. They offer staff opportunities to learn from other sites within the group. Staff speak highly of the professional development they receive. Recent training on using an adrenaline auto-injector resulted in improvements to procedures and practices.

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Leadership and governance Expected standard

Leaders and staff work closely with parents and carers and the host school. They share information which supports the development of children. For example, children who are struggling with reading now have daily practice with staff. This has had a significant impact on their confidence to read. Parents comment on the progress their children have made.

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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 enjoy coming to this after-school club. They greet both their peers and the adults with warm smiles. Children excitedly talk about what they have been doing during the day and any funny events that have taken place. Children are motivated to take part in the activities that are available. They eagerly look around to see what the plan is for the session. Children's interests are taken into account when planning the activities. This supports children to have a positive attitude towards learning and feel like they belong.

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About this setting

Children play harmoniously alongside their peers. They enjoy each other's company. Younger children and older children share their experiences. Older children act as role models. They support the younger children to follow the routines and speak to each other with kindness and respect. For example, older children support younger children to line up as they go to wash their hands. Staff are warm and nurturing. They build positive relationships with the children and their families. Families comment on how supportive the setting is.

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About this setting

Children feel safe. They talk about the rules and understand why they are there. Staff typically support children to understand what is expected of them. They encourage children to listen to instructions and follow the routines. Children's uniqueness is valued. Those with barriers to learning receive the additional support they need. Time is spent getting to know the children and their families. Applications on entry and regular communication with the host school take place. This ensures continuity of care and that children's individual needs are met.

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About this setting

Staff actively promote regular attendance. Clear systems are in place to monitor attendance. Families know the procedure for reporting non-attendance, and they follow this. Leaders work closely with the feeder school to ensure absences are explored. This ensures children stay safe.

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Next steps

Leaders should enrich daily routines to encourage children to consistently make healthy choices to access the outdoor provision, so they form strong foundations for their physical health and outdoor learning.

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About this inspection

The inspector spoke with senior leaders, leaders, staff, a special educational needs coordinator, a designated safeguarding lead, children 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. Unique reference number (URN): 2782899

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Address:

Parsloes School Spurling Road Dagenham RM9 5RH

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: 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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