Lamesley Childcare@lingey House School

Lamesley Childcare@lingey House School

Unique reference number (URN): EY560672 Address: Lingey House Primary School, Millford, Gateshead, Durham, NE10 8DN Type: Childcare on non-domestic premises Registered with Ofsted: 21/05/2018 Registers: EYR, CCR, VCR Registered person: Lamesley Childcare

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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

Children develop positive relationships with staff and greet them with enthusiasm when they arrive. Leaders and staff have clear expectations for children's behaviour. Children generally know the routines and expectations in the club. For example, when they arrive at the club, they hang up their coats, put their bags in the box and sanitise their hands ready for snack. Children behave well and follow the rules. Staff deal with any issues that arise swiftly and support all children, including those who face barriers to their learning to understand the impact of their actions. During the inspection, staff remind children to give people space. Children who are waiting for snack, respond quickly when staff remind them to stand and wait, so that children do not have any accidents.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy their play and engage well. Young children concentrate well as they play with dolls or use a styling head. They work with a clear purpose as they rub pretend lotions onto the hair. They confidently talk to other children as they play. They learn to share and take turns. Younger children are confident to ask older children or staff for help. For instance, they ask them to open boxes that they cannot manage.

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Behaviour, attitudes and establishing routines Expected standard

Staff follow up when children do not attend to ensure children are safe. They communicate with parents to ensure children attend the sessions that they are entitled to.

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Children's welfare and wellbeing Expected standard

Leaders place a high priority on children's welfare and wellbeing. They create a nurturing environment where children can relax after school. Children develop good relationships with staff. They greet staff with enthusiasm and younger children greet staff with cuddles.

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Children's welfare and wellbeing Expected standard

Staff help children to develop an awareness of how healthy lifestyles support their good health. They provide children with healthy snacks, such as noodles and fruit, and provide opportunities for children to enjoy fresh air and physical activity. They support children's individual needs effectively. For example, they adapt the routines so that children who enjoy a quieter snack can eat when others have finished. Staff talk to children about their expectations. For example, they teach children to wash their hands, sit at the table and use a knife and fork as appropriate. However, sometimes, staff do not remind children of their expectations, particularly those children who eat snack later. As most children finish their snack and move away from the the table, staff do not consistently remind later children to wash their hands or sit at the table to eat. This means that some children do not get clear

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Children's welfare and wellbeing Expected standard

and consistent messages regarding their health and hygiene.

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Inclusion Expected standard

Leaders gather detailed information from parents to help them understand how they can support children with special educational needs and/or disabilities, and those who face barriers to their learning. Staff identify children who may benefit form additional support and work with school staff and parents to plan consistent ways to support children. They look at adaptations they can make to the environment to support children further. Examples of this includes additional resources, such as fidget toys, to distract children when they become overwhelmed.

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Inclusion Expected standard

Leaders ensure that staff are well trained in inclusion. Following recent training, they have reflected on the space that they use for the club. For instance, they now access the school hall so that children have time to be physically active. They have also created areas in the room where children can relax and regulate their emotions. Leaders are aware of the importance of working with professionals from health, alongside school. They are currently exploring ways to develop this partnership further to enable them to support children's individual more effectively. However, this is not yet fully developed.

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Inclusion Expected standard

Leaders support children who are disadvantaged and those who are known or have previously been known to children's social care. They provide a warm and supportive environment for children and families.

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Leadership and governance Expected standard

Leaders identify strengths and most areas for development within the club. They use this information to identify professional development opportunities. Staff attend a wealth of training and share key messages from training with the wider staff team. They discuss adaptations that they can make to the club following training. For example, staff have recently reviewed how their environment supports children with special educational needs and/or disabilities. They now provide different spaces so that children can be active after school or relax. Leaders support staff to undertake further professional qualifications, such as relevant level 3 training. They meet regularly as a staff team to ensure they keep their knowledge and skills up to date. The well-thought-out recruitment and induction procedures help to ensure that staff are suitable and understand their role.

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Leadership and governance Expected standard

Leaders support staff effectively and staff comment that they love their job, and it feels like a big family. Staff comment that leaders support them effectively to manage their workload and feel they can talk to them about anything. They value the regular supervision meetings. Staff have a robust relationship with staff in school. They work together effectively to understand the most effective ways to support children in their care. This helps them to develop shared approaches to supporting care and learning.

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Leadership and governance Expected standard

Staff have an effective relationship with parents. They gather detailed information when children first start and this helps them to understand children's individual needs. They share ongoing information about children's day with parents. Parents feel that staff are approachable and are on hand to answer any questions or deal with anything that may arise.

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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 thoroughly enjoy their time in the club. Many children express their disappointment when parents arrive early to collect them. They enjoy coming and this helps them to develop good habits in terms of regularly attending the club. Children greet staff and children with enthusiasm and talk about their day. For example, children talk to staff about what they have been doing in school. They have the confidence to ask staff for different resources and activities. For example, during the inspection, staff set up a play dough activity when children ask. Children contribute to the planning of the club. For example, they suggest that

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About this setting

Unique reference number (URN): EY560672 they could have quieter evenings where they can relax. Following this suggestion, children are looking forward to an upcoming 'movie night'.

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About this setting

Children behave well. They wash their hands and sit down for a something to eat, eagerly anticipating their favourite snack of noodles. Children quickly stop what they are doing and listen when staff shake the tambourine. This helps to create a calm and orderly environment. Children develop good relationships with each other. Older children thoroughly enjoy playing with their friends as they build and construct models. They are keen to invite adults to join in their play and wait patiently until staff are available to play with them or help them. This helps them to develop skills for their future.

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About this setting

Children are safe in the club. They understand that they can only leave the room with a member of staff. Staff supervise children well and ensure that children do not leave the room unattended, particularly when parents start arriving to collect children.

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Next steps

Leaders should continue to explore ways of developing effective three-way partnerships with health professionals and school to support children with special educational needs and/or disabilities. Leaders should ensure that staff consistently remind all children of their expectations at mealtimes, particularly for those children who eat later than others.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, 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.

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Address:

Lingey House Primary School Millford Gateshead Durham NE10 8DN

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 17:50

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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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