Little Acorns Wraparound Club

Little Acorns Wraparound Club

Unique reference number (URN): 2791671 Address: Whitnash Methodist Church, Murcott Road East, Whitnash, Leamington Spa, CV31 2JJ Type: Childcare on non-domestic premises Registered with Ofsted: 26/06/2024 Registers: EYR, CCR, VCR Registered person: Little Acorns Nurseries Ltd

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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

Leaders have high expectations for children's behaviour, which greatly supports children's positive attitude at the club. Staff ensure children listen and follow instructions extremely well. They are highly effective at using clapping games to gain children's attention. Children respond immediately, which significantly helps with transitions, such as sitting down for their snack. This creates a calm environment and supports children's emotional security. The routine is firmly embedded, and children consistently follow instructions promptly. Staff are excellent role models, showing children how to be kind, for example, by saying 'please' and 'thank you'. In turn, children display impeccable manners. For example, when choosing at snack time, they ask politely, 'Can I please have the apple?'

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Behaviour, attitudes and establishing routines Strong standard

Staff build positive, caring relationships with children, encouraging kindness and sharing resources at all times. Children excel at collaborative play and taking turns. They enjoy playing board games and building with construction sets across different ages. Children beam with pride when they complete their creative work and explain what they have made. They are highly responsive to the praise staff offer. Staff ask children whether they would like to take their work home or display it at the club. This helps to boost children's confidence and self-esteem significantly.

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Behaviour, attitudes and establishing routines Strong standard

Staff are highly attuned to children's individual needs, particularly those of children with special educational needs and/or disabilities, as well as the youngest children who attend. Close partnerships with the school are highly effective in ensuring continuity of care for children and consistency in expectations and strategies. Leaders maintain accurate attendance records due to the club's robust collection procedures from the school. This ensures children's safety and wellbeing.

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Inclusion Strong standard

Leaders and staff are extremely thorough in gathering information from parents. They adopt a phased approach for settling-in sessions. This helps young children avoid feeling overwhelmed by their new environment. Because staff also work at the school during the day, they know children extremely well. As a result, they have an excellent understanding of each child's needs, which helps them to provide tailored support. Staff skilfully apply the same specific strategies and approaches used in school. They adapt routines and resources so that every child can join in. This particularly helps children with special educational needs and/or disabilities. The club prioritises being highly inclusive. All children participate in activities and have the opportunity to build positive relationships with their friends.

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Inclusion Strong standard

Leaders make a considerable difference to children's wellbeing. The highly effective links with the school enable staff to share information with one another. This includes support plans and targets for children with SEND, so staff understand their individual needs. They use this shared knowledge to inform their planning at the club. This collaboration ensures staff can make the necessary adjustments for children. For example, the inclusion of a 'calm corner' and a variety of fidget toys help regulate children's emotions. Other adjustments include activities that encourage turn-taking, such as board games and puzzles. Children

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Expected standard

show growing confidence in participating in group activities and take pride in helping staff with small tasks. Parents commend the effectiveness of these activities. For example, they comment on the 'peaceful environment', which greatly enhances children's social and turn- taking skills.

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Leadership and governance Strong standard

Leaders are passionate about the club and about providing the best possible care for children. There is an established culture of continuous development. Leaders are highly reflective about the service they offer, recognising their strengths and areas for further development. They are keen to gather children's and parents' views to remain responsive and focused on delivering the best possible service. For example, children's recent feedback has prompted leaders to consider new resources for the club, such as a football table. Leaders communicate extremely well with parents through daily conversations, a newsletter and a social media page. Parents praise the club highly, commenting, 'What we love most is how happy, settled, and safe our children are there, the team goes above and beyond every single day.'

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Leadership and governance Strong standard

Staff acknowledge the support they receive from leaders. They highlight a cohesive team, numerous training opportunities and close relationships with children and families. Leaders uphold safe recruitment practices and promote ongoing professional development, reinforced by regular check-ins and improvement targets. This is highly impactful to the service it offers to children and their families. Partnerships with the school are integral to the club's success. Leaders ensure clear and consistent communication with the school, promoting continuity for children. This means the timely sharing of important information. This consistency benefits all children, especially those with special educational needs and/or disabilities.

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Children's welfare and wellbeing Expected standard

Leaders understand their responsibilities to ensure children's welfare and wellbeing. They share policies and procedures with parents to keep them fully informed. Staff support children who are well cared for in this nurturing setting. A key person supports the youngest children at the club to settle well. This helps children to feel safe and secure in their surroundings. Staff provide role-play areas, which enable children to develop their friendships and use their social skills. Children with barriers to learning have access to quiet spaces to help them manage their emotions.

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Children's welfare and wellbeing Expected standard

Robust hygiene procedures are in place. Staff ensure children understand they need to wash their hands before snack time. Mealtimes are social occasions. Staff sit with children of mixed ages, talking about their day and chatting with each other. They provide healthy snacks and create some opportunities for children to develop their self-care and independence skills. For example, children choose from a selection of spreads and confidently practise spreading them with knives. However, staff sometimes complete tasks for children that they are capable of doing independently. For example, at snack time, staff occasionally serve some items rather than encouraging children to self-serve. As a result, children do not consistently have opportunities to develop and further strengthen their independence and self-care skills.

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Children's welfare and wellbeing Expected standard

Children learn the importance of keeping themselves safe. For example, staff remind them about road safety when they walk to and from school and explain why they wear their high- visibility jackets. Leaders ensure children have many opportunities to get plenty of fresh air and promote a healthy lifestyle. Children have access to a garden area where they enjoy activities, such as playing with bats and balls, footballs and skipping ropes.

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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 thoroughly enjoy their time at the club, which offers a calm and welcoming environment. Leaders and staff are familiar to children through their roles at the local school, providing a sense of security. Children settle very quickly and follow the established routines. They hang up their bags and belongings and place water bottles on the table.

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

Children are confident in their environment. They are happy to choose where and with whom they would like to play. They select toys, engage in creative activities and develop their imagination through play. Staff interactions are thoughtful and sensitive to children who may have had a challenging day. They listen and help children talk about their feelings. This supports their personal, social and emotional development.

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

Older children show care and consideration for younger children. They willingly include them in their play and support them with tasks they find difficult, for example removing a cap stuck on a glue stick. The club fosters a lovely atmosphere that supports children's emotional wellbeing and helps them build positive relationships. For example, they celebrate children's birthdays, and the group sings 'Happy Birthday' to their friend at snack time. Children speak highly of the club. They comment on how much they enjoy the activities and the opportunity to catch up with their friends at the end of the day. Children have free choice over creative activities. They happily chat with one another about their creations. This includes thank-you cards for teachers and their favourite food plates. Young children enjoy using a range of tools, such as scissors and pens. This helps to develop their hand–eye coordination.

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

Leaders and staff have high expectations, and behavioural boundaries are clearly set. Children show a positive attitude. For example, they are keen to tidy up their resources. Staff make adaptations to suit the individual needs of all children who attend. For example, staff have created a quiet area at the club for children who prefer it. This means that all children, including the youngest and those with special educational needs and/or disabilities, make good progress. Leaders monitor children's attendance closely. They collect children from their classrooms and ensure all children due to attend the sessions return to the church hall.

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Next steps

Leaders should consider ways to help children practise self-care skills they need to excel in their independence. Leaders should further strengthen children's opportunities to develop their independence and self-care skills.

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About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

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Address:

Whitnash Methodist Church Murcott Road East, Whitnash Leamington Spa CV31 2JJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Acorns Nurseries Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 17:30

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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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Age range of children at the time of 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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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

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

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