Rascals

Rascals

Unique reference number (URN): 2808636 Address: Goodly Dale School, Lake Road, Windermere, LA23 2JX Type: Childcare on non-domestic premises Registered with Ofsted: 17/10/2024 Registers: EYR, CCR, VCR Registered person: MJ and SE Ramsay Partnership

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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. Staff are consistently positive role models. They praise and encourage children and are enthusiastic if children attempt something for the first time. This helps to raise children's self-esteem, and supports them to have a 'can-do' attitude and make positive relationships with their peers. Children listen intently to staff, share resources and help one another. Children understand expectations and boundaries. For example, older children independently give younger children gentle reminders of the behaviour expected of them. Children have positive attitudes when engaging in activities. They think about the needs of others and treat others with kindness.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have created a respectful culture. They use the same behaviour strategies that staff use in school. This helps to give children a consistent approach from all adults who care for them. Staff use a range of strategies to support children with special educational needs and/or disabilities. For example, they allow children to access quiet areas, sit quietly, or observe their peers if they are feeling a little overwhelmed or are regulating their emotions. There are very clear boundaries and expectations in place for all children. Staff work in partnership with teachers to promote and monitor children's attendance.

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Children's welfare and wellbeing Strong standard

Leaders consistently prioritise children's welfare and wellbeing. Children build warm attachments with staff and demonstrate that they feel settled and happy. Some of the setting's staff work in the on-site school during the day. This helps new children to feel secure as they already know familiar adults. Staff consistently promote healthy lifestyles through activities, discussion and information-sharing. For example, children take part in first-aid sessions, where they learn about the recovery position. Staff promote positive oral health at the setting. They provide children with nutritious snacks, help children to understand about making healthy choices and have daily activities in the outdoors where children access a wide range of experiences. Well-structured routines help children to develop healthy habits around their self-care and physical wellbeing.

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Children's welfare and wellbeing Strong standard

Staff support children's welfare and wellbeing superbly at this setting. They nurture children with special educational needs and/or disabilities extremely well, as staff focus on meeting the unique needs of every child. Staff always consider children's emotional needs. For example, younger children are collected by staff from their classrooms at the end of the day to help them transition into the setting after a day at school.

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Children's welfare and wellbeing Strong standard

Children receive encouragement to express their needs and be independent. Staff encourage children to share their ideas for activities and resources they would like to play with. Children learn that their voices are important and develop high levels of confidence. Children are extremely confident communicators. They talk about jobs that they would like to do when they grow up, which includes a dentist and a vet. Children demonstrate that they are extremely settled and secure, and thoroughly enjoy their time at the setting.

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Inclusion Strong standard

This setting is very inclusive for all children. Staff are experienced and knowledgeable in supporting the individual needs of children as they learn about their needs on entry. They carefully consider the needs of children with special educational needs and/or disabilities. Staff do all they can to make adjustments for every individual child. For example, staff sit with children for reassurance if they need a little additional support as they enter the setting, such as if they are sensitive to loud noises. Staff use the same strategies that parents and carers and teachers use to support children's needs. They make adjustments to ensure activities are accessible for all children. This enriches children's experiences and helps every child to feel welcomed and included. Highly reflective leaders are keen to identify potential barriers and support all children to feel included and happy.

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Inclusion Strong standard

Staff support children who speak English as an additional language extremely well. Staff value the importance of children speaking their home languages, alongside learning English. They teach children Makaton signs which helps children to communicate their needs. Children contribute to displays about different ethnicities, cultures and languages. Staff identify any barriers to participation and support children to value similarities and differences between people. This makes a demonstrable difference to children's experiences.

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Leadership and governance Strong standard

The leadership team is highly reflective, and regularly evaluates the setting and overall provision for children. Leaders strive to offer a setting which is flexible, supports children with their overall development, builds their confidence and develops their social skills. They welcome the views of children, parents and carers and other professionals to ensure that the setting is meeting the needs of all children who attend. Staff are responsive and adapt activities to support children's interests. For example, they have implemented musical theatre sessions where children can develop their imaginations and be creative. Leaders and staff work as a close team so that the provision makes a significantly positive difference for all children.

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Leadership and governance Strong standard

Staff share that they feel fully supported and that their wellbeing is paramount to leaders. They regularly share practice through staff meetings, supervision sessions and training events. For example, some staff are due to attend forest school training to further develop the provision outdoors. Other staff are taking part in food hygiene courses to enable them to offer 'cookery sessions' for children. Professional development training is targeted to upskill the staff team and offer even more exciting opportunities for children.

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Leadership and governance Strong standard

Parent partnerships are a real strength of the setting. Staff speak with parents on a daily basis. They offer comprehensive handovers as they share information about activities that children have enjoyed or discuss children's care needs. Parents are extremely complimentary about the setting. They share that staff always nurture children's needs, nothing is too much trouble and the setting is very inclusive. The setting engages with the local community through taking children to visit local places of interest. For example, children visit the local Scout camp, where they can use a zip wire or learn outdoor skills. The setting makes a significant positive difference to children's care and engagement.

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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 happily enter this setting after the school day and eagerly search for their friends. Staff collect younger children from their classroom and walk them down to the setting. Children talk about their day and ask about the activities on offer. They enjoy a healthy snack together and welcome other children as they arrive. Staff offer children with special educational needs and/or disabilities a safe and secure setting. They understand children's needs and make sure that activities are accessible and engaging for everyone. The environment is calm, routines are embedded in place and children show genuine excitement to be attending the setting. They refer to themselves as 'rascals' and show that they have a very secure sense of belonging.

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

Children have built very close attachments with staff, who nurture and support their needs extremely well. Staff ensure that they adapt activities to support the needs of younger and older children. For example, children giggle with delight as they stand in a circle and try to balance a ball on a parachute. Staff extend the activity progressively as they prompt children to move up and down to do a 'Mexican wave', while still balancing the ball. Older children practise their football skills and show younger children what to do. After the physical activity, children sit together under a shaded gazebo to enjoy a frozen snack. They independently talk to each other and share their ideas. Staff promote an environment which is nurturing and idyllic.

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

Staff are experienced and knowledgeable. They present activities in a way that engages children and excites them. Children enjoy interactions with their peers and play extremely cooperatively with one another. They enjoy activities in the natural environment. Children remember safety briefings, such as 'do not lick it and do not pick it'. Children receive support to identify risk and consider their personal safety. Children who attend the holiday club have opportunities to learn about water safety and how to paddle a canoe on the nearby lake. Staff plan special activities, such as 'festival week', where children learn how to pitch their own tent and enjoy eating smores. Children thoroughly enjoy their time at the setting. They demonstrate positive relationships as they play and interact with one another.

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

Staff value the contributions that parents and carers and staff from school make towards the care of children. They monitor children's attendance, alongside teachers, to ensure that children get the very best out of the opportunities that are available to them. Children benefit from staff thoroughly understanding their needs. They access a range of abundant and exciting activities as they develop new skills. Children thrive at this setting.

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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, parents and carers 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:

Goodly Dale School Lake Road Windermere LA23 2JX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: MJ and SE Ramsay Partnership

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Address:

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

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Address:

Local authority: Westmorland and Furness

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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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