Park Grove Pioneers Club

Park Grove Pioneers Club

Unique reference number (URN): 2834061 Address: Park Grove Primary School, Dudley Street, The Groves, York, YO31 8LP Type: Childcare on non-domestic premises Registered with Ofsted: 28/03/2025 Registers: EYR, CCR, VCR Registered person: Muddy Boots Nursery Ltd.

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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

Children's behaviour is excellent. They are kind, well mannered and helpful. Older children share resources and play with younger children. They are respectful towards each other and follow the club rules with minimal reminders. Staff teach children about their own safety and discuss the importance of following rules. For example, they talk to children about why they need to throw balls outdoors and take care not to hit anyone.

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Behaviour, attitudes and establishing routines Strong standard

Children benefit from well-established routines throughout the session. Staff explain what is happening now and what comes next. For example, they explain that they will go outside following a quick snack and drink break. Children know that they line up quietly before they go outside and wait to be counted. These embedded routines help all children to be prepared for transitions throughout the day. Leaders work closely with families to remove any barriers to attendance. For example, they know that some children prefer to know what the activity plans are and what is on the menu, so provide families with the timetable in advance. This means that children attend regularly and they build close relationships with staff and their peers.

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Behaviour, attitudes and establishing routines Strong standard

Children are consistently engaged and focused during activities of their choosing. Staff know their interests well and prepare the environment indoors and outdoors to reflect this. Children regularly involve staff in their play and ask for help if they need it. For example, children show high levels of enjoyment as they play hide and seek with staff outdoors. Staff carefully consider how they can introduce new experiences and broaden children's learning through different themes and trips out that ensure all children can participate.

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Children's welfare and wellbeing Strong standard

Staff consistently keep children safe and promote their health and wellbeing. Children have plenty of opportunities to play outdoors and develop their physical skills in the fresh air. They thoroughly enjoy using the different spaces in the host-school outdoor area. For instance, staff play throwing and catching games, provide hula hoops and help children to play football cooperatively. Children show an understanding of how to be healthy and follow good hygiene routines without support. They automatically wash their hands before snack and peel their own fruit.

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Children's welfare and wellbeing Strong standard

Children show that they feel happy and secure with staff in the club. They have excellent relationships with each other and benefit from staff knowing them extremely well. For example, staff are acutely aware of changes to children's circumstances and home and know which children and families may need extra support. They work closely with the host school to identify families who may need help and provide spaces in the club to support them. Leaders and staff work closely with families to identify any barriers to children's wellbeing. For example, they make adjustments to the menu and food on offer, and discuss this with families to ensure they can provide suitable meals for children.

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Inclusion Strong standard

Children show that they feel safe, valued and included in experiences in the club. Staff prioritise children's voices and include their ideas and opinions in their decision-making. For example, staff split older and younger children into groups to talk about the provision and discuss the things they would like to purchase. Leaders use funds to buy the things from the wish list and take children on regular trips into the community. This helps children to develop a sense of belonging and know more about the area in which they live. Staff use trips, activities and children's backgrounds to extend children's awareness of other cultures and celebrate diversity. For instance, children have a week of themed activities from around the world where they take part in different educational activities and enjoy food tasting.

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Inclusion Strong standard

Leaders have a sound understanding of how to support all children and meet their individual needs. Children with special educational needs and/or disabilities are supported effectively. Leaders and staff work in close partnership with parents and the host school to promote continuity. For instance, they use the same behaviour support strategies, such as 'now and next' cards and sand timers, to support children in the club.

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Leadership and governance Strong standard

Leaders have a clear and accurate understanding of the strengths of the club and know how to meet the needs of the children and families who attend. Highly effective partnership working means that staff provide continuity and consistency for children, and effectively promote their safety, welfare and wellbeing. Families speak very highly of the leaders and staff. They are very happy with how their children are supported and how staff help them to overcome challenges.

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Leadership and governance Strong standard

Leaders use regular meetings and one-to-one supervisions to reflect on how they can continually improve and develop the club. For instance, leaders notified Ofsted of an incident where a child was out of sight, and potentially hearing, for a very short length of time. Following this, they have carefully reviewed the layout of the club and the resources, reflected on the fire drill procedures and updated the staff team. There is no further action from Ofsted.

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Leadership and governance Strong standard

Staff are highly trained and experienced in their role. Leaders are supportive towards staff, and the organisation provides funding to focus on promoting staff wellbeing. For example, leaders use funding to buy heated jackets for staff during winter to keep them warm during school pick-ups and outdoor play. Staff benefit from precise training and professional development to help them meet the specific needs of the children who attend. For example, staff are trained to support children with specific medical needs and know how to respond in any emergency situations.

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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

All children show that they feel safe, settled and secure in the club, including those who face barriers to learning and participation. They are consistently engaged in activities with staff and develop positive relationships with their peers. Older children are kind to younger children and they play well together. For example, they stack cups in a high tower and create new games. Children show confidence in the club and are keen to share their ideas and views. They show enjoyment and focus during creative activities. For instance, children

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Inspector:

Michelle Lorains choose shells and show staff how they can paint patterns on them. They sit for extended lengths of time, chattering and working creatively with their friends.

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Inspector:

Children benefit from staff and leaders making thoughtful adaptations to overcome any barriers children face. For instance, they work closely with the host school and families to encourage and support children to attend. This includes making changes to the menu and ensuring families know about the activity plans for the holidays. Staff demonstrate that they value children's voices and regularly consult with them to make improvements to the club. For example, they hold 'meetings' with groups of children to find out what they would like to 'save up' for. Leaders use this information and any funding to buy resources or plan days out with children to broaden their experiences during their time in the club. For example, children regularly visit sites in their local community and learn about other places around the world. This helps them to feel a sense of belonging and celebrate diversity.

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Inspector:

Leaders and staff regularly speak to families and other professionals involved with children, including those in the host school. This helps them to identify children's needs, promote continuity and keep them safe. For example, leaders purchase sand timers to support children with special educational needs and/or disabilities and those who face barriers to learning and wellbeing.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

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About this inspection

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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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:

Park Grove Primary School Dudley Street, The Groves York YO31 8LP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Muddy Boots Nursery Ltd.

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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. 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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