Fitt4kids at Shottery St Andrews Primary School

Fitt4kids at Shottery St Andrews Primary School

Unique reference number (URN): 2809090 Address: Shottery C Of E Primary School, Hathaway Lane, Stratford-upon-avon, CV37 9BL Type: Childcare on non-domestic premises Registered with Ofsted: 10/09/2024 Registers: EYR, CCR, VCR Registered person: Fitt4kids Limited

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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 arrive at the club with a positive attitude to their play. They typically show resilience when usual familiar routines change. For example, children wait patiently as they relocate to a different room because of the hot weather. Children generally settle quickly and engage happily in their preferred activities. Staff provide gentle reassurance for children who are unsettled by the change in routine until they feel ready to engage in play with their friends. Children are happy to engage in group activities, such as making games using paper-folding techniques, or to read independently in the cosy book area.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the expectations of the club and behave well. Staff follow the behavioural guidelines that generally align with the school. Children typically resolve minor disputes independently. Staff discuss alternative options to maintain a calm, enjoyable atmosphere. Children are confident to approach staff if they feel unhappy or frustrated. They receive helpful guidance to learn how to manage their feelings and emotions to maintain the expectations of the club.

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Behaviour, attitudes and establishing routines Expected standard

Staff are sound role models for children. They treat children and each other with consideration and kindness. The consistent boundaries set out for all children, including those with special educational needs and/or disabilities, enable children to have a clear understanding of what is expected. Staff regularly praise children and celebrate individual achievements. Children display respect for their friends and adults and show positive manners in their interactions. For example, they generally wait patiently for favourite resources and say 'please' and 'thank you' when making requests. These skills support children as they move on to the next stage in their life.

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Children's welfare and wellbeing Expected standard

Leaders greet children with enthusiasm and kindness to make them feel comfortable. Children are keen to share their experiences, and staff are interested to hear about their school day. Staff promote close bonds and relationships, so children typically feel valued and included. Children flourish in the club and generally follow their own interests and ideas. For example, children use their imagination to make a shield and a sword to embellish their own story and have fun as they play a 'guess who' game. Staff join in with games and help children resolve minor disputes or conflicts amicably. These positive responses foster a sense of wellbeing and belonging.

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Children's welfare and wellbeing Expected standard

Children develop a sense of safety. Children are directly supported as they skilfully manoeuvre equipment and resources to create different play spaces. They use resources safely as they happily engage in creative activities. During mealtimes, children take turns to help prepare and serve food and drinks to their friends. Staff show patience and kindness to encourage all children to try new tasks and feel part of the group. This supports children to build confidence and resilience.

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Children's welfare and wellbeing Expected standard

Children learn about healthy lifestyles. They access the outdoor space to play hide and seek, engage in role play and enjoy the fresh air. They routinely wash their hands before eating meals and choose from a generally balanced menu. Staff directly supervise children who are helping to prepare food. They introduce them to sound hygiene routines to promote the health of all children. Mealtimes are sociable occasions. Children all sit together, make space for friends, and generally relaxed conversations take place.

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Inclusion Expected standard

Leaders have established clear procedures that allow parents and carers to communicate important details, such as their children's health and individual requirements, as they start. They also gather information about support plans and behaviour strategies from class teachers. These systems ensure staff promote consistent support and typically deliver care tailored to each child. High staffing levels increase the amount of focused support children with special educational needs and/or disabilities (SEND) receive. All staff typically know children well and meet their individual needs effectively. Leaders are prominent in providing focused support for children with SEND, and other staff learn new skills as they observe this positive practice. However, leaders have not consistently incorporated specific training into staff's professional development. This does not enhance consistent approaches and strategies in the absence of key staff to support children with SEND further.

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Inclusion Expected standard

Staff generally use steady and effective strategies to reduce barriers to involvement for disadvantaged children. They join in with children's play, adapt activities and model alternative approaches to learning to suit children of different ages and abilities. Children receive time and patient sensitive support to complete tasks in their own way to achieve the same goals as their peers. This approach supports children's emotional wellbeing and sense of achievement. Staff follow children's ideas and join in with their play, encouraging children to develop a sense of fun and fairness. This helps children to feel valued and that their views are respected.

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Inclusion Expected standard

Children learn to recognise their own needs. They are confident to access the bathroom independently, play with their friends in a group or seek a quiet space to read or relax. Staff gently remind children to let their friends have some quiet time and check if children need any further assistance. Leaders discuss the use of any additional funding with parents to promote support in focused areas of development. This helps to further improve children's participation in the group.

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Leadership and governance Expected standard

Leaders demonstrate an understanding of the club's context and strive for continual improvement. They are generally aware of the club's strengths and areas where further development is required. Leaders seek the views of children, staff, parents and carers to adapt activities for children across the age ranges. Therefore, opportunities typically remain accessible and appropriate for all children.

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Leadership and governance Expected standard

Staff report high levels of wellbeing. They describe the setting as a 'supportive' place to work. Regular communication and formal supervision sessions promote open discussions between leaders and staff. Leaders provide coaching and mentoring during sessions to develop staff's skills. However, leaders have not further improved staff's practice through more sharply focused training opportunities. For example, they have not further enhanced all staff's skills across the team to ensure support for children with special educational needs and/or disabilities remains consistent when key staff are absent.

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Leadership and governance Expected standard

Partnership with parents is effective. Leaders have well-established relationships that promote regular information-sharing. Leaders keep parents informed about events within the club and about the different activities their children enjoy. Parents value the support provided by the friendly team to enable all children to participate and feel included. Leaders recognise the importance of regular attendance. They quickly assess any gaps in attendance to keep children safe.

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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 happily and are eager to attend the welcoming setting. Staff maintain regular routines so children who have flexible attendance patterns feel safe and secure when they attend. Leaders ensure children with special educational needs and/or disabilities or barriers to learning receive individual support to participate in the routines of the club and build sound friendships.

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

Children know what is expected from them. They follow the group rules as soon as they are collected from the school playground. Children quickly find their friends. They take part in welcoming conversations as they wait for others to join them. On arrival in the classroom, children safely store their belongings, such as coats and bags, in the allocated area and put their water bottles on the table for easy access. They work collectively to create a clear space for snack tables. Children set out small construction areas and creative activities following snack time. Staff join in these activities, modelling safe practices and promoting teamwork.

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

Children behave very well. They are kind and considerate and establish positive relationships. Children respond well to requests from staff. They gently remind their friends and staff about the agreed approaches and rules. Staff encourage children to resolve minor conflicts in a fair and consistent manner. This approach helps children to develop valuable life skills.

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

Leaders have well-established links and sound lines of communication. They liaise regularly with parents and carers and schools to integrate education, health and care plans into the club's routines. Subsequently, this ensures consistency in practice and provides children with positive opportunities at the setting. Leaders encourage regular attendance. They explore any unexplained absences quickly to ensure the safety of children.

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Next steps

Leaders should develop more focused staff training opportunities to further enhance the support provided to children with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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:

Shottery C Of E Primary School Hathaway Lane Stratford-upon-avon CV37 9BL

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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.

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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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