Cheerful Champs - St Marys, Mildenhall

Cheerful Champs - St Marys, Mildenhall

Unique reference number (URN): 2809203 Address: St. Marys C Of E Academy, Trinity Avenue, Mildenhall, Bury St. Edmunds, IP28 7LR Type: Childcare on non-domestic premises Registered with Ofsted: 17/10/2024 Registers: EYR, CCR, VCR Registered person: Hutt, Rachelle Elizabeth

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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 behave well and demonstrate clear understanding of the expectations of the provider. For example, they sit in their groups happily and line up quietly to go outside during transitions. Any minor unwanted behaviours are dealt with quickly and effectively. Leaders should embed a harmonious culture so that it consistently enables children's best possible behaviour. Staff use fair and consistent approaches while also providing tailored support for children who face barriers to their learning or have special educational needs and/or disabilities. As a result, this helps children remain engaged and to manage their feelings.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate through their body language and interactions that they have positive relationships with staff and other children. They demonstrate positive attitudes to learning, such as during a seed-head cress-growing activity where children of different ages help each other and take a keen interest in how to grow cress.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor children's attendance and are aware of any barriers. They follow up any non-attendance appropriately and work collaboratively with the on-site school to support attendance.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's welfare and wellbeing. Staff show they support this through their behaviour and interactions with children. Staff provide a wide range of activities to support children's physical development and wellbeing, such as outdoor art and physical ball activities. Staff provide careful reassurance and praise to support children's welfare and wellbeing. All children, including those who face barriers to their learning, enjoy the range of activities. For example, during free play, children invite others to play and interact pleasantly with each other while they play a card game or with train sets.

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Children's welfare and wellbeing Expected standard

Snack and mealtimes are used effectively to encourage children to talk about their day. Older children listen respectfully to younger children who comment on who their teachers will be next year, for example. Children develop their independence by pouring their own drinks. Typically, children enjoy a healthy snack such as fruit or vegetables. While staff take the opportunity to promote a healthy diet, they do not explain why they would like children to have fruit and vegetables. As a result, children do not consistently make healthy food choices.

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Inclusion Expected standard

Leaders and staff welcome all children to attend, including children with special educational needs and/or disabilities (SEND) and those who face barriers to their learning or wellbeing. Typically, the tailored support that leaders and staff provide, such as adapted communication approaches when required, reduces barriers to children's learning and wellbeing. Staff work well together, drawing upon their knowledge and experience that promotes inclusion for all children. Children enjoy taking part in a wide range of suitable activities that are inclusive. Generally, staff have high expectations for all children and relationships between staff and children are positive. Staff adapt their planning when required, to reflect children's needs, likes and dislikes. They take into account children's views, helping to ensure that activities are relevant and engaging. Leaders use funding effectively, such as tailored resources for

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Inclusion Expected standard

children. Leaders seek key information from parents about supporting children's individual needs prior to children starting, including those with SEND and others who face barriers to their learning or wellbeing.

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Leadership and governance Expected standard

Leaders are reflective and aware of strengths and priorities for improvement. For example, the range of activities and experiences on offer is considered a strength and leaders want to support newer staff with training around further improving interactions with children. Leaders ensure that staff have suitable opportunities to develop their knowledge, understanding and skills to support children, such as assistant safeguarding lead training. Staff report that they are well supported by leaders, enjoy their job and that leaders consider their workload through regular discussions. Leaders implement robust recruitment procedures and have suitable safeguarding procedures to ensure children's safety is a priority. Leaders use funding appropriately, such as on resources tailored to children's interests or food, to enhance children's experience and care.

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Leadership and governance Expected standard

Leaders work with staff and parents to support children's individual needs to help develop consistent approaches in supporting children. For example, some children prefer alternative ways in supporting and managing their emotions. Prior to children first starting, parents share key information including any information about allergies or dietary requirements, for example. At the start and end of the day, staff talk to parents about their children's day. Parents confirm that their children settle quickly, enjoy attending and are always keen to talk about what they have done or brought home.

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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 arrive eagerly and are pleasantly welcomed by staff. They typically settle well and enjoy the engaging and well-resourced activities. For example, they play with farm animals and talk about their experiences. Children understand the routines, interacting positively with staff and their peers of different ages. They are polite and show through their behaviour and body language that they have close attachments with their key person. This contributes to a sense of belonging, in addition to helping children to feel safe. Staff know children well and plan activities based on their varied interests, making use of the environment around them. For example, children engage positively in a sun catcher activity and show kindness towards each other. This helps enable children to recreate meaningful experiences, as well as develop their social skills.

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

Through their body language and behaviour, children show they enjoy being at the setting and generally show a positive attitude to their learning. Leaders and staff form positive relationships with parents and carers to support attendance and share successes.

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

Typically, children make steady progress in becoming increasingly independent, as well as in their physical and emotional development due to the support and range of experiences provided. This helps children develop an appropriate range of skills to prepare them for their future, such as pouring their own drinks during mealtimes. Children with special educational needs and/or disabilities and those who face barriers to their learning or wellbeing are supported effectively.

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Address:

St. Marys C Of E Academy Trinity Avenue, Mildenhall Bury St. Edmunds IP28 7LR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Hutt, Rachelle Elizabeth

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

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Next steps

Leaders should embed a harmonious culture so that it enables children's best possible behaviour. Leaders should embed well-structured routines which motivate children to develop long- lasting healthy habits so that they consistently make their own healthy choices.

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About this inspection

The inspector spoke with leaders, staff 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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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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