The Lime Trees at Carrington Primary School

The Lime Trees at Carrington Primary School

Unique reference number (URN): 2783832 Address: Carrington Primary School, Jenner Street, Nottingham, NG5 2BF Type: Childcare on non-domestic premises Registered with Ofsted: 13/03/2024 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 Strong standard

The club promotes a positive culture where children understand the high expectations for their behaviour and attitudes. Leaders and staff establish consistent boundaries, and model courtesy, respect and kindness. Consequently, children behave well, show consideration for others and confidently engage with visitors, speaking positively about their experiences at the club.

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Behaviour, attitudes and establishing routines Strong standard

Children are familiar with the daily routines and manage these independently. They collect their belongings, care for resources and tidy away after activities. Older children willingly support younger children, helping them to settle and encouraging their participation. Children play cooperatively, readily inviting others to join. For example, while making potions, they share resources, exchange ideas and work together successfully, contributing to the calm and purposeful atmosphere.

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Behaviour, attitudes and establishing routines Strong standard

Staff are positive role models and interactions are calm and respectful. They help children understand expectations, enabling them to develop responsibility for their own behaviour. Mealtimes are relaxed and social occasions, where staff encourage meaningful conversations through discussion prompts. Children listen attentively, express their opinions confidently, and respectfully respond to the views and experiences of others.

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Behaviour, attitudes and establishing routines Strong standard

Leaders place a strong emphasis on promoting regular attendance and work closely with parents and the school to ensure that children attend consistently, particularly those who benefit most from the provision. Robust communication systems ensure that unexplained absences are followed-up promptly. Children approach unfamiliar experiences with enthusiasm and determination, demonstrating increasing confidence and perseverance as they develop new skills during activities.

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Children's welfare and wellbeing Expected standard

Children benefit from a welcoming, safe and nurturing environment, where staff develop positive relationships that help children feel secure and confident. Staff listen to children, valuing their opinions and ideas. For instance, staff have developed a calming area that supports children's wellbeing and self-regulation, using children's ideas and contributions. This makes them feel valued and supported.

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Children's welfare and wellbeing Expected standard

Children have daily opportunities for physical activity and fresh air. This supports their welfare and wellbeing. Children demonstrate growing independence in managing their personal care and making choices. However, on occasion, some staff intervene too quickly in children's play, rather than allowing sufficient time for them to solve problems independently and extend their own thinking. For example, when children were creating potions and asking questions, staff intervened too quickly with a solution. Staff did not provide more time for children to think, persevere and manage age-appropriate tasks independently to further strengthen their confidence and resilience.

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Children's welfare and wellbeing Expected standard

Children are supported to understand the importance of healthy lifestyles. Children wash their hands before they eat and have nutritious meals. Conversations and information are shared around oral health and online safety. Staff understand the importance of all children's individual dietary, medical and physical needs, and work closely with parents to support these. This helps children to understand and develop safe habits for now and the future.

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Inclusion Expected standard

Leaders ensure that staff develop an understanding of each child's individual needs, interests and circumstances. Partnerships with parents and families enable staff to identify areas that may affect children's wellbeing, confidence or participation, and provide support. For example, staff collate information on an 'All about me' document when children join the setting. This enables staff to make any adjustments and support children individually, enabling full participation.

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Inclusion Expected standard

Leaders have effective procedures to ensure that children with special educational needs and/or disabilities (SEND) are fully included in the provision. Staff understand the importance of their role and how they could further support children, for instance, those who live in deprived areas. Staff ensure that these children have access to opportunities and resources that they may not get at home. Staff are developing their confidence in recognising emerging needs, and understand the importance of early identification, and working with parents and the school to secure appropriate support.

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Inclusion Expected standard

Staff identify how they adapt activities to reflect children's interests, abilities and preferred ways of playing. This enables children to make meaningful choices and engage alongside their peers. Staff promote a sense of belonging for all children, including those who are disadvantaged. Staff are aware of the graduated approach, 'assess, plan, do, review', and understand their role in supporting children, in line with the associated teacher's plans. This ensures that children receive coordinated support across the school and club, enabling participation and progress.

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Leadership and governance Expected standard

Leaders show a clear commitment to delivering quality care and positive experiences for all children. Their vision for the club is well defined, and they work to ensure that children feel supported, valued and able to thrive. Staff benefit from regular supervisions and wellbeing meetings that promote reflection, professional growth and continuous improvement. This supportive culture builds staff's confidence, strengthens practice and keeps the team focused on achieving positive outcomes for children. For instance, managers are completing training to support staff in becoming more confident in their role.

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Leadership and governance Expected standard

Overall, leadership and governance are effective. Leaders focus and act on identified priorities for staff, such as safeguarding training. However, they do not reflect as sharply on the environments and experiences of the children, to ensure the club consistently meets strong standards in all areas. Leaders value the views of children and parents and use the feedback. For example, they have changed the menus so that all children can experience a variety of healthy meals. Parents feel they are able to raise concerns, and these are dealt with effectively. Ongoing communication and shared information helps to maintain positive partnerships with parents which, in turn, supports the children's positive outcomes.

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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 happy, settled and enjoy attending the club. They confidently leave their classrooms with staff at the end of the day, chatting enthusiastically about their experiences, interests and plans while carrying their belongings. Children demonstrate that they feel safe and secure as they confidently approach visitors, asking questions and talking about their favourite activities and weekend plans. The club promotes a strong sense of belonging through well-established routines. On arrival, children store their bags and join their friends for registration and conversations. They apply their own sun cream before outdoor play. These routines help children develop confidence and independence. Children also benefit from opportunities to learn about healthy lifestyles, oral health, physical activity and online safety, equipping them for the future.

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

Children enjoy a broad range of engaging activities reflecting their interests. Indoors, they create artwork inspired by Picasso. They use resources in a calming area, and this supports their emotional wellbeing and regulation. Outdoors, children make potions and snow globes by using their imagination, cooperating and sharing resources. They also enjoy energetic physical play, including tennis, and use large static outdoor equipment. Children behave exceptionally well, and consistently demonstrate good manners. They understand the expectations and routines of the club, confidently explaining the importance of them. At mealtimes, children independently choose from a range of healthy foods before clearing away and washing their own plates. Staff understand all children's individual dietary and medical needs, ensuring that children remain safe and well supported.

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

Staff know children and their families well, and create an inclusive environment where every child is valued as an individual. Partnerships with parents and the school ensure that individual needs are understood and supported. Leaders and staff work closely to identify additional needs early and provide effective support. Staff complete risk assessments, and remain vigilant throughout sessions to maintain safe environments. Parents and school leaders speak highly of the provision, recognising it as a valued extension of the school community that supports children's continued development and wellbeing.

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Next steps

Leaders should encourage staff to support children in developing independent problem- solving skills, to further build children's resilience and confidence. Leaders should embed more precise and ongoing reflective evaluation, to continue improving the quality of the provision to a consistently strong standard.

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About this inspection

The inspector spoke to the senior leadership and governance team, the manager, staff, children, parents and the headmaster of the school.

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Address:

Carrington Primary School Jenner Street Nottingham NG5 2BF

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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 : 08:00 - 09:30,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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