Pathways Holiday Playscheme The Lant

Pathways Holiday Playscheme The Lant

Unique reference number (URN): 2817011 Address: The Lant Centre, Meeting House Lane, Balsall Common, Coventry, West Midlands, CV7 7GE Type: Childcare on non-domestic premises Registered with Ofsted: 01/11/2024 Registers: EYR, CCR, VCR Registered person: Pathways Nurseries and Childcare Centres Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Leaders set high behavioural expectations for children, and staff consistently reinforce them. They ensure routines are well established and familiar to children. In turn, children adopt a positive attitude and display kindness and excellent manners. Activities are very well planned and support children's interests. Children show excellent perseverance thanks to the support they receive from staff. For example, staff help younger children by starting to peel their oranges and loosening the beakers so they can pull them out themselves. This is highly effective and fosters children's independence and confidence.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff skilfully encourage children to make decisions. For example, they choose where and with whom to play, and at snack time they choose a spread for their crackers and decide whether they want milk or water. This greatly helps children develop cooperation and a sense of responsibility. Children form close friendships with one another. They patiently wait for their turn during play. For example, they wait in line to kick the football into a net and score goals. Children collaborate to complete puzzles, and share picture cards while naming sea creatures. Staff enthusiastically praise children when they complete important tasks, such as saying, 'You are getting strong, well done.' This has a sustained positive impact on children's self-esteem.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff consistently prioritise children's safety and wellbeing. They actively promote and track regular attendance, working in close partnership with parents. The club records any absences, and leaders encourage parents and carers to notify the club of any changes. They also follow up quickly on unexpected absences.

p.2

Inclusion Strong standard

Leaders actively foster a highly inclusive setting. This supports children of different ages who attend, as well as those with barriers to learning. For example, they provide different- sized cutlery at snack time to support the youngest children. Staff are extremely knowledgeable about children's backgrounds. They gather lots of information from parents and carers, when children register, and use this alongside information shared by other settings and schools. This helps to ensure continuity of care for all children.

p.2

Inclusion Strong standard

Leaders and staff value secure partnerships with other professionals involved in children's care, including school staff and a child's key person. If required, they request support plans for children with special educational needs and/or disabilities. Staff ensure activities are fully inclusive and adapt them to meet the individual needs of every child attending the club. For example, staff use Makaton and picture prompts. This collaborative approach reassures parents and demonstrates a commitment to supporting each child's unique needs.

p.2

Inclusion Strong standard

The environment reflects the leader's inclusive approach. A quiet area provides a calming space for children if they become overwhelmed. This makes a positive difference and helps children regulate their emotions. The club is highly responsive, enabling staff to adapt plans

p.2

Expected standard

and experiences to help children overcome barriers to learning. Parents praise the care and guidance their children receive, and value the inclusive, nurturing environment.

p.3

Leadership and governance Strong standard

Leadership is highly effective, with a senior management team that supports the setting. Roles and responsibilities within the team are clear, enhancing oversight of practice and setting high expectations. The staff team's familiarity with children greatly supports their transition into the club during the holidays, providing consistency and continuity of care. Staff wellbeing is consistently prioritised by leaders. There are reward schemes, frequent wellbeing check ins and wellbeing days. Staff speak highly of the management team and its flexibility. In addition, there is an embedded culture of self-improvement. Staff have access to a wealth of training that helps ensure their knowledge remains current. Leaders encourage staff to continuously build on their existing skills and knowledge, and to seek further qualifications to enhance their professional development.

p.3

Leadership and governance Strong standard

Leaders show a thorough understanding of the provision's strengths and areas for development. They use this insight to drive continuous improvement, gathering the views of parents, carers and children. Parents praise the care and professionalism of the staff team highly. Leaders regularly review practice through observations and monitoring activities. For example, they continue to build more consistency in the discussions staff have with children in developing their understanding of healthy practices.

p.3

Leadership and governance Strong standard

Leaders, staff and parents have a robust partnership. Parents praise the communication from staff and the links they maintain with schools and other professionals. This makes a positive difference, ensuring children continue to be fully supported during the holidays. This is highly impactful, especially for children who may face barriers to learning.

p.3

Children's welfare and wellbeing Expected standard

Leaders are effective in implementing procedures to ensure children's wellbeing. Policies are in place to safeguard their welfare and safety. Staff build warm, respectful relationships with children. They support children's emotional wellbeing and engage in conversations about their feelings. For example, they say, 'Your picture makes me smile' and 'It will make your friends sad if you draw on their pictures.' Staff take these opportunities to highlight different feelings and develop children's understanding.

p.3

Children's welfare and wellbeing Expected standard

Children enjoy a range of healthy snacks and fruit, with milk and water to drink. Children understand the expectations around hygiene. They independently wash their hands and manage aspects of their own self-care. Staff give them gentle reminders to use soap and dry their hands. However, staff sometimes do not consistently explain the reasons for healthy practices during discussions with the children throughout the day.

p.3

Children's welfare and wellbeing Expected standard

Children have many opportunities to practise their developing independence. For example, they collect and put on their own sun hats and carry their water bottles. Staff support children as they try, showing them where to start pulling when opening packets at lunchtime. Staff develop children's awareness of safety. They explain to children the need to check the outdoor area and the importance of shade and staying seated while they eat.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Leaders and staff are welcoming and create a warm and homely atmosphere for the children's day. They ensure that children settle well. Staff provide a mix of activities to support all children's interests, and children also have space to relax and chat with friends. This results in children being very happy at the club. Children feel a sense of belonging. They have a place to store their bags and an area for water bottles. The environment is calm and nurturing, helping children feel extremely safe and secure. Staff are excellent role models, who set high expectations. In turn, children demonstrate politeness and respect for one another. For example, they ask, 'Can you pass the crackers please?' They manage tasks and practise doing things for themselves, such as tidying away the resources. This greatly supports their growing independence and confidence.

p.4

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

Routines are well established and run smoothly. Children know each other and the staff well as they have attended other settings in the company. As a result, they are confident and adapt to their surroundings quickly. These trusting relationships support children's emotional wellbeing and contribute significantly to their ongoing development. Children enjoy both indoor and outdoor activities. Opportunities for physical play include football and playing with large hoops. Quieter activities allow children to express their creativity. For example, they paint sunflowers and make their own sea creatures using play dough. Children transition smoothly between activities and foster positive interactions and relationships during play.

p.5

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

Staff create many opportunities throughout the day to build on children's learning and development. Familiar stories and books support activities where possible, such as when children are playing with sea creatures and dinosaurs. Children are keen to find information about their interests. They identify different animals using picture cards and discuss their habitats. In addition, children practise writing their names and proudly point to the letters. Leaders and staff closely monitor children's attendance. They work closely with families to ensure that children attend their booked sessions and follow up any concerns. This helps ensure children remain safe during the holidays.

p.5

Next steps

Leaders should continue strengthening opportunities to develop children's understanding of healthy practices.

p.5

About this inspection

The inspector spoke with leaders, staff, and children. Written views from parents were also viewed.

p.5

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.

p.5

Address:

The Lant Centre Meeting House Lane, Balsall Common Coventry West Midlands CV7 7GE

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Pathways Nurseries and Childcare Centres Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8