High Flyers Oxford Limited

High Flyers Oxford Limited

Unique reference number (URN): 2784443 Address: Great Tew School, The Green, Great Tew, Chipping Norton, OX7 4DB Type: Childcare on non-domestic premises Registered with Ofsted: 14/03/2024 Registers: EYR, CCR, VCR Registered person: High Flyers Oxford 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 Strong standard

Leaders ensure staff have a secure understanding of how to promote positive behaviour. Staff talk to children respectfully and, through thought-provoking questions, help children come up with rules for games that are fair and ensure everyone can be included. For example, staff support children to adapt the rules to football so that younger children can join in fully and feel part of the team. Children of all ages happily play together and include each other in their games. They relish their time at the club. Staff join in with children's play in ways that enhances games and helps maintain children's focus and enjoyment. For example, staff play ball games with the children, encouraging them to play fairly and inclusively.

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Behaviour, attitudes and establishing routines Strong standard

Leaders ensure the club is accessible to as many families as possible. They offer flexible sessions and last minute bookings to meet the ever changing needs of working families. They regularly consult parents and carers on their needs, so they can adapt the sessions they offer accordingly. Any non-attendance is followed up promptly and effectively, to ensure children are safe.

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Children's welfare and wellbeing Strong standard

Leaders and staff understand the needs of children and their families really well. There is a detailed and highly effective settling-in process for children that allows staff to get to know children and children to get to know staff. This results in a real 'family feel' where children and staff work as a team to plan activities and enjoy their time together. The very warm bonds between children and staff are evident in the interactions and the positive and happy play environment. Staff have an in-depth understanding of children's needs and interests and hold thoughtful conversations with them that shows they value their opinions and enjoy their company. This further promotes children's sense of self-worth and value.

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Children's welfare and wellbeing Strong standard

Staff are very effective at ensuring children have the knowledge and understanding they need to make informed, healthy choices. For example, during periods of extreme heat children know they need to drink and rest regularly. They understand the need to seek out shade and sit quietly while their bodies cool down.

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Children's welfare and wellbeing Strong standard

Leaders regularly review policies and practice to ensure children's care needs are met. They seek the views of parents and children as part of this process, to be inclusive in their approach

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Inclusion Strong standard

Leaders work closely, collaboratively and highly successfully with parents and staff at the host school to ensure all children feel valued, included and understood. This includes children with special educational needs and/ or disabilities (SEND) or children who may face other barriers to joining in confidently with all that is on offer at the club. This practice results in a highly inclusive environment for all children. Staff understand that an inclusive environment does not mean all children need to enjoy the same activities. They recognise that some children , including those with SEND, sometimes need quiet time away from a busy play environment and staff respect and facilitate this need. Staff are very aware of children's changing needs through the session. They notice quieter children and offer gentle interactions that ensure they feel included and recognised.

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Inclusion Strong standard

Leaders ensure staff fully understand the different barriers to children's wellbeing so that they are well placed to recognise and respond promptly to these. The detailed understanding that all staff have of all children's circumstances and needs means that they are able to promptly and very effectively adapt activities and interactions to each child's individual needs. This ensures a truly inclusive environment in which all children can flourish.

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Leadership and governance Strong standard

Leaders have a clear, detailed and accurate understanding of the quality of the provision. They work closely with staff, parents and the host school to understand the local community's needs and to adapt the provision accordingly. This enables the club to be accessible to as wide a section of the community as possible. Leaders value the views of staff and fully include them in evaluating the provision and planning for its ongoing development. They understand that the staff who work with families and children every day are best placed to advocate for their needs. The collaborative approach taken by leaders ensures the club continues to meet the needs of families and to be somewhere that children really enjoy being.

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Leadership and governance Strong standard

Staff want to deliver high-quality care for all children and therefore welcome feedback and training opportunities. For example, staff appreciate the opportunities to learn more about how young children thrive and develop, so that they can ensure the club is a happy and welcoming space for all. Staff really enjoy working at the club and this is evident in their positive and enthusiastic demeanour.

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Leadership and governance Strong standard

Partnership working is a real strength of the setting. Parents feel fully informed about their children's wellbeing and enjoyment. They appreciate the support that staff offer to ensure a consistent approach to helping children settle and manage their emotions. Leaders work very closely with the host school to ensure smooth transitions for children between school and the club. Where children need additional support at school there is detailed sharing of information to ensure their needs are met well at the club and all children can thrive.

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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 safe, happy and thriving at this very welcoming club. All children are fully involved in all aspects of club life. They freely, and enthusiastically, contribute their opinions and ideas. These are fully taken into account by staff when planning sessions. As a result, activities on offer are very closely matched to the interests of the children who attend. This in turn ensures that children really enjoy being there. They arrive happily at the beginning of sessions, keen to share news of their day at school and to help staff decide on the activities for the day. Children's individual requests are met whenever possible. For example, while

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Address:

Great Tew School The Green, Great Tew some children play football other children enjoy quieter activities in the shade, or helping staff prepare drinks for their friends. Children of all ages play together very well and enjoy each other's company.

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Address:

Children are safe. They understand the rules in place to keep them safe and follow them confidently. For example, children know which areas of the school grounds they can use and why they need to ask staff before they move from outside to inside the school building.

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Address:

Children form warm attachments with staff. They enjoy sitting with them for snacks and taking part in thoughtful conversations. They confidently ask for help when needed.

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Address:

Staff have in place robust arrangements for ensuring children move safely from the school to the club at the end of the school day. There are robust procedures in place to follow up on any non-attendance so that staff know that children are safe.

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Next steps

Leaders should continue to closely monitor and support staff so that children can continue to thrive in a fully inclusive environment.

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About this inspection

The inspector spoke with leaders, staff, children, other professionals 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. Chipping Norton OX7 4DB Type: Childcare on non-domestic premises

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About this inspection

Registered person: High Flyers Oxford Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday : 08:00 - 08:45,Monday,Tuesday,Wednesday,Thursday : 15:00 - 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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