The Lime Trees at St Patrick's Catholic Primary

The Lime Trees at St Patrick's Catholic Primary

Unique reference number (URN): 2775137 Address: St Patrick catholic school, Mansfield, NG18 3NJ Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2024 Registers: EYR, CCR, VCR Registered person: The Lime Trees Group CIC

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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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Inclusion Strong standard

Leaders demonstrate an immense focus on supporting all children, including those with special educational needs and/or disabilities or emerging needs. They work very closely with the host school, parents and carers and other agencies consistently. This supports children's transition into the club and their ongoing and changing needs very effectively.

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Inclusion Strong standard

Leaders ensure that all children receive individualised support, and an inclusive approach is very evident in this club. Staff make sure activities, resources and space is used to highly benefit the changing needs of all children. They support all children's emotional wellbeing extremely well. Staff skilfully identify any emerging needs or triggers and use strategies effectively to help all children to feel safe, secure and included. For example, they provide a safe space for children to self-regulate their emotions. This helps all children to have a positive experience and remain engaged in their play at the club.

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Inclusion Strong standard

Leaders and staff monitor children's needs closely through observations of children's play and daily routines. They take swift action to seek support, such as making a referral for additional funding and support in order to meet the needs of all children as required.

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Leadership and governance Strong standard

Leaders are highly focused on providing a happy and safe working environment for all staff and children. Staff benefit from well-planned professional learning, and their training is purposeful and linked to the club's priorities. Leaders quickly identify areas for improvement. They take swift action from their observations of staff practice to support staff in reducing barriers to children's enjoyment and development. Staff comment that their wellbeing is very well supported by leaders and their workload is manageable. Consequently, children benefit from this very positive working culture.

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Leadership and governance Strong standard

Leaders are very proactive in ensuring that the needs of all children, including those children with special educational needs and/or disabilities, are highly and consistently met. They understand and value the importance of working with families and other professionals. This clearly supports children during their transitions between school and the club and their ongoing developmental needs. Information is openly shared between all those involved with the children. Consequently, children's needs are highly and consistently met. Written comments by parents are very positive. They state how happy their children are and how much they enjoy coming to the club.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models for children and promote a harmonious environment for them. The relationships that staff have with children is positive. Children typically behave well, are kind to their friends and join in with all activities. Staff praise children's achievements and use positive phrases such as, 'well done, that's fantastic' and 'I'm very impressed'. This helps to raise children's confidence, self-esteem and encourages them to keep trying. For example, children take turns and persevere as they keep trying to kick an inflatable football as high as they can. Children kick the ball brilliantly high as they learn a new skill.

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Behaviour, attitudes and establishing routines Expected standard

Staff do not consistently encourage children to look after resources and the environment, such as putting toys away after they have finished using them. Staff complete these tasks for children that they could do for themselves.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff understand the importance of attendance and encourage parents to inform them of any non-attendance at the breakfast club session. They also share this information with the school so they can also follow up any non-attendance.

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Children's welfare and wellbeing Expected standard

Leaders and staff ensure clear and well-embedded routines are in place which helps children settle quickly. Staff respect and implement children's individual self-care plans consistently, such as adhering to children's personalised dietary requirements. Children make independent choices in their play and confidently select toys of their choice. Staff make sure activities and toys are presented attractively so children continue to enjoy developing their all-round skills.

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Children's welfare and wellbeing Expected standard

Leaders and staff make sure children's health is promoted well. Children are provided with healthy choices for their snacks and staff talk with children about the benefits of healthy food. They understand the benefits of regular handwashing to prevent germs from spreading. Staff ensure all children are hydrated and wear sun protection, especially during warm weather when playing outside. Children practise their physical skills as they jump on apparatus to make foam rockets launch into the air.

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Children's welfare and wellbeing Expected standard

Overall, children show lots of independence during play and self-care routines. However, staff complete tasks for children rather than consistently giving them time to do things for themselves to promote their independence. For example, staff squeeze out paint for the children during a messy play activity. This does not consistently help children to further develop skills for their future learning.

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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 collected from their school classroom by the staff team who warmly greet them. They are supervised closely by the staff as they transition between the classroom and the after-school club. Children are very familiar with the routine and know what is expected of them. They quickly place their personal belongings in the designated area and sit on the mat, ready for welcome time.

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

All children, including those with special educational needs and/or disabilities or emerging barriers to the learning, are supported very well. Staff and leaders make sure that they all

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About this setting

Unique reference number (URN): 2775137 feel included and understood. For example, staff provide children with resources to help them settle, support their concentration and regulate their emotions in a safe way.

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About this setting

Children behave well overall. They quickly respond to gentle reminders of the club's high expectations of behaviour. Children are provided with time to share how their day has been and what they have enjoyed doing at school. All children play cooperatively together and demonstrate enthusiasm during their play. Children confidently explore the wide range of activities and resources that staff have carefully planned to support their interests and enjoyment. All children build trusting relationships with staff and enjoy their company.

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About this setting

Children have great fun as they participate in making play dough from scratch. They work together very well, develop their confidence and have a sense of ownership over their decisions and play. Some children read out the instructions while other children follow these carefully. Children mix and pour the ingredients as they take it in turn. They use their imagination well and extend their own play as they use different paint colours. Children talk about what they are making, such as 'potions', and what the mixture feels and smells like. There is a clear hive of activity as children remain focused as they explore and experiment with the mixtures.

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Next steps

Leaders should support staff to encourage children to be more independent and to complete tasks for themselves.

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About this inspection

The inspector spoke with leaders, staff and children 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:

St Patrick catholic school Mansfield NG18 3NJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Lime Trees Group CIC

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

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Address:

Local authority: Nottinghamshire County Council

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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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