Glory Farm School @ S4A Group

Glory Farm School @ S4A Group

Unique reference number (URN): 2797095 Address: Glory Farm Primary School, Hendon Place, Bicester, OX26 4YJ Type: Childcare on non-domestic premises Registered with Ofsted: 03/07/2024 Registers: EYR, CCR, VCR Registered person: S4A Group 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

The youngest children benefit from a highly effective key-person system at the club. Leaders gather information from parents or carers to help plan for children's early experiences. Staff with specific early years training work closely with these children, helping them to settle quickly, adapting activities suitably when required. For instance, staff support children's cutting skills during arts and crafts, and promote interactions between children of different ages to highlight common interests. Children facing barriers to learning have sensitive adaptations in place, such as additional resources or time being offered. These thoughtful arrangements help all children to become confident participants at the club.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently have high expectations of behaviour. All children demonstrate an extremely clear understanding of the rules and behave exceptionally well. Staff address any low-level behaviour calmly, helping children to discuss their feelings, the disagreements and to consider how actions may affect others. Leaders review behaviour trends and implement changes when required. For instance, staff provide reward charts to encourage children to make positive choices.

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Behaviour, attitudes and establishing routines Strong standard

Staff form highly warm and respectful relationships with children. This underpins the positive atmosphere at the club, where all children engage enthusiastically. Staff support children's attendance through flexible sessions and clear communication with parents. Consistent routines guide children to engage positively and sustain the consistently high behaviour expectations at the club.

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Children's welfare and wellbeing Strong standard

Secure and responsive relationships across the club promote children's wellbeing. Staff know the children exceptionally well and respond swiftly and effectively to individual needs. Children approach staff confidently with queries, to ask for support, or for reassurance. This demonstrates that children feel secure and valued. These positive relationships ensure children feel emotionally secure, enabling them to share how they feel and to seek help when required.

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Children's welfare and wellbeing Strong standard

Children follow well-established hygiene routines. They know to wash their hands before eating and do so confidently. Children are explicitly taught the benefits of making healthy choices through clear explanations and consistent practice. Staff guide children to select healthy snacks, such as fruit, and encourage them to hydrate frequently, telling them why this is important. Daily physical activity is embedded into daily practice at the club. Opportunities to be physically active outside are planned daily through structured games or free play. Children benefit hugely from the wide range of activities that promote children's coordination and fitness. These include dodgeball, football and gymnastics.

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Children's welfare and wellbeing Strong standard

Staff have robust risk assessments in place to keep children safe. They teach children how to risk assess for themselves and provide reminders of rules and why they are important at pertinent times. For example, to sit still when eating and take turns on climbing apparatus. Staff are highly effective in supporting children to learn life-long healthy habits and how to keep themselves safe.

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Inclusion Strong standard

Leaders consistently promote a highly inclusive culture across all elements of the club. Staff get to know the children extremely well and ensure that interests are catered for. All staff receive specific training to help them support children facing barriers to their learning or experiences. Leaders regularly monitor the setting's provisions to ensure that all children have equal access to the club. Leaders and staff utilise additional funding through specific and careful planning that focuses on promoting and supporting individual children's development.

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Inclusion Strong standard

Leaders and staff work closely with parents, school staff and special needs coordinators to swiftly identify specific needs and ensure that support is appropriate and effective. Children with special educational needs and/or disabilities have activities, resources and interactions adapted by skilful and attentive staff. Specific individualised plans are in place to explain strategies that best help staff to reduce potential barriers for children. For instance, longer transition times are offered, quieter spaces made available or children are given allotted time with specific staff members to go over the day's activities on a one-to-one basis. This enables all children to consistently participate fully and benefit from the wealth of fun and engaging experiences that the club has to offer.

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Leadership and governance Strong standard

Leaders provide strategic governance that is highly effective in setting a clear vision for inclusive, quality care for all children. Their hands-on approach involving weekly drop ins and reflective discussions, leads by example and consistently provides support and guidance to all staff. Supervisions and appraisals have clear structure, that support staff's professional development. Targets for individuals or clubs are set and monitored in a timely fashion. Leaders provide staff with specific training opportunities to help them achieve these goals and report feeling highly supported with their workload managed thoughtfully. Leaders understand the need to balance physical and nurturing roles at the club and ensure staffing reflects this exceptionally well.

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Leadership and governance Strong standard

Leaders are highly reflective and committed to sharing excellent practice while upholding their drive for ongoing improvements. They continually look for opportunities to strengthen practice and make sure new and existing team members feel valued and supported from the outset. Staff feel confident in their roles and benefit hugely from the support systems that are in place. Leaders are always available to staff to provide support or lend a professional ear. This prepares staff well to identify concerns, make effective adaptations and meet children's needs. Well established systems for safeguarding children, monitoring attendance and ensuring effective communication, help leaders to act swiftly should any concerns arise.

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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 flourish in this highly inclusive and stimulating club. They arrive happy and swiftly settle into familiar routines, demonstrating a clear sense of belonging within the setting. Children develop deep, caring bonds with the staff, who consider their individual needs and interests when planning activities. Those who face barriers to their learning and experiences, such as children with special educational needs and/or disabilities, are fully supported, ensuring equal opportunities for all club attendees. For instance, children who struggle with focus and attention or loud environments are provided with sensory fidget

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Address:

Glory Farm Primary School Hendon Place Bicester OX26 4YJ resources and ear defenders, allowing them to join in freely with activities. Parents are appreciative of the club's inclusive approach and feel that staff genuinely understand and celebrate their children. Consequently, children feel valued, included and they thrive.

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Address:

Children thoroughly enjoy their time at the club and demonstrate high levels of involvement. They benefit from the wide range of rich experiences that staff provide from gymnastics to jewellery making. Children choose which activities that they would like to participate in, and staff facilitate needs and wants whenever possible. The youngest children are supported effectively through staff deployment or activities being suitably adjusted. Games such as dodgeball have rules amended to include the use of only underarm throws to ensure that all children can participate safely and have fun. The library is opened for those children who would like to share books with their friends. As a result, children feel respected and remain highly motivated throughout their time at the club.

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Next steps

Leaders should ensure that the club consistently maintains the high-quality provision for all children in attendance.

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About this inspection

The inspectors spoke to 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. Type: Childcare on non-domestic premises

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About this inspection

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