The Lime Trees at Hogarth

The Lime Trees at Hogarth

Unique reference number (URN): 2800871 Address: Hogarth Primary School, Porchester Road, Nottingham, NG3 6JG 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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Inclusion Strong standard

Leaders and staff proactively gain information from parents and school before children start in order to put in place support, when necessary. They accurately assess children's needs on whether further meetings with parents and schools are required to identify appropriate support. Although at the time of the inspection there were no children attending with identified special educational needs and/or disabilities (SEND), leaders and staff maintain a secure knowledge of how they would meet their individual needs. For example, staff recently attended specific training to support children with SEND to be proactively ready for any children who could attend in the future.

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Inclusion Strong standard

Through ongoing conversations with parents and schools, staff consistently put in place support to reduce barriers to children's wellbeing. For example, staff quickly provide advice and support to parents to help with concerns at home. They swiftly follow up with schools to monitor and assess children's behaviour during the time in their care to put in place support when needed. Leaders and staff also work effectively with schools to promote punctuality, offering a breakfast club to help support families to attend school on time.

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Inclusion Strong standard

Staff assess the needs of the children in their care accurately to adapt activities and routines to best support them. For example, staff focus their interactions for younger children on taking turns and sharing. They adapt their routines effectively to focus on activities promoting emotional regulation and independence, such as changing their morning routine to allow children predictability and a sense of calm before attending the host school. When children show signs of anxiety, staff implement their interests to build their confidence accessing the provision with their peers over time. They adapt activities effectively to focus on group work to reduce barriers to children's wellbeing, encouraging children to work together. They teach children excellent regulation support, such as breathing techniques and how to meditate when feeling overwhelmed. Staff also adapt 'in the moment' meals to suit children's preferences, while also considering allergies, intolerances and ensuring a

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive bonds with staff and actively want to engage in play and have back-and-forth conversations with them. Staff find out about, and implement, children's interests through observations and conversations with parents. Children sustain their attention and share their interests with their peers. For example, children show interest in making 'potions', sharing the resources with their peers and working together to make more. They listen well to each other's ideas to add to their play. Children follow embedded routines put in place by staff. They know where to put their bag and coat on arrival and line up during times of transition, such as going outdoors. Staff regularly talk to children about their school day and share their achievements in the club. This promotes a discussion with their peers, and children show pride in their work. Overall, children have positive attitudes to their learning. Staff also provide opportunities for

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Behaviour, attitudes and establishing routines Expected standard

children to develop real-life skills to support future success, particularly during mealtimes. For example, children enthusiastically wash their own plates and prepare their own food. However, staff do not consistently support children to develop their independence skills, particularly during spontaneous moments. For example, staff do not encourage children to help to clear away mess. This does not promote positive behaviour and attitudes or promote responsibility for their environment. Leaders and staff monitor attendance and regularly follow up unexplained absences.

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Children's welfare and wellbeing Expected standard

Staff are aware of the need to focus on developing children's positive social skills and highlight this as a priority. Staff carefully plan and implement resources to support conversations. For example, during eating times, staff encourage children to take turns picking a lollipop stick on which there is a question to start a discussion. Children enthusiastically talk about what they would like to be when they are older and what their favourite game is to play. This also builds children's confidence. Children learn about personal safety. Staff talk about the importance of keeping hydrated and putting on sun cream during a hot day.

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Children's welfare and wellbeing Expected standard

Staff are positive role models. They demonstrate kindness, respect and manners, which children copy. They develop children's confidence when they first attend by offering settling- in sessions. Staff plan activities based on children's interests and make adaptations to their menu when needed. Children access a balanced and nutritious diet. However, on occasion, staff do not consistently support children in their understanding of healthy habits. For example, although children know how to wash their hands, staff do not talk about why it is important. This does not fully promote children's understanding of good hygiene. In addition, staff do not help children to understand which foods are healthy options or explain why it is important to make healthy choices. This does not support their understanding of healthy lifestyles.

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Leadership and governance Expected standard

Leaders and staff ensure that they are up to date with training and changes to the early years foundation stage. Staff are passionate about their role in keeping children safe and confidently share any concerns with leaders to gain advice. Leaders are proactive and put in place further training for staff to support children further. Staff wellbeing is fully supported through regular check-ins, signposting guidance or sharing strategies.

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Leadership and governance Expected standard

Leaders and staff share up-to-date guidance from the local authority with parents to support possible learning at home, for example guidance on healthy eating and good oral hygiene and leaflets about internet safety. Leaders and staff share individual support for parents when concerns arise. For example, staff share advice, signpost to other external agencies and monitor children to identify if any further support is needed. Staff work closely with the school to share daily updates with parents and make adaptations if needed. For example, staff support children's emotional wellbeing as they adapt their routines to allow them time to access their calm sensory area to talk about their feelings from the school day.

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Leadership and governance Expected standard

Generally, leaders are reflective and know about their strengths and areas of improvement. Staff have recently adapted their morning routines to help children start school calmly, with predictable events in place. They have also improved their social interactions with children, following new knowledge from training, and implemented resources to promote more back- and-forth conversations.

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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 show they feel safe and secure in the setting. Staff welcome families into their club and gather information to implement children's interests and make adaptations to meet their needs. Children develop confidence from the very beginning, as staff are flexible with their settling-in sessions, offering extra support to those who need it. Children develop positive bonds, as staff know the children well. For instance, they notice any changes in behaviour and put in place support. Children have regular conversations with staff about their school day, their families and special events such as birthdays. Children show enjoyment as staff join in their play. For example, when children show an interest in making Father's Day cards, staff support them to write and create them. Staff also plan activities linked to children's interests to sustain attention and encourage children to share their passions with others.

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

Children are eager to find out more to build on their knowledge and understanding. Children also make independent choices in their play. They access a wide range of activities, including creative play, role-play materials and physical play.

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

Children are well supported in developing relationships with their peers, as staff play games and share activities to promote conversations and team-building. They have plenty of opportunities, planned by staff, to build their social skills, such as taking turns lining up for snack and sharing play dough. Children model good manners and kindness towards one another. They are confident and respond positively to the praise they receive from staff for demonstrating caring attitudes and patience. Children listen and follow staff's clear instructions well. For example, they work together as a team tidying up toys to where they belong. Children behave well. Leaders and staff also promote attendance and work closely with the school to support children's punctuality.

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Next steps

Leaders should support staff to consistently support children's independence skills, particularly during spontaneous moments. Leaders should support staff to consistently support children's understanding of healthy habits.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator 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:

Hogarth Primary School Porchester Road Nottingham NG3 6JG

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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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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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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