Little Oaks Holiday Club

Little Oaks Holiday Club

Unique reference number (URN): 2829657 Address: St. Patricks Church Hall, Back Lane, Kimberley, Nuthall, Nottinghamshire, NG16 1BT Type: Childcare on non-domestic premises Registered with Ofsted: 14/01/2025 Registers: EYR, CCR, VCR Registered person: Little Oaks 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

Leaders have established a positive and welcoming environment, where children understand the club's expectations and behave well. Children have positive relationships with staff and with each other. Generally, they play harmoniously together, listen to one another, negotiate, take turns and resolve minor disagreements appropriately. Children work cooperatively during games and activities. Staff and children adapt rules according to the different ages and abilities of those taking part. Staff know children well and generally use their interests to support positive engagement in activities.

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Behaviour, attitudes and establishing routines Expected standard

Typically, children show positive attitudes towards the activities available and are enthusiastic about attending. They make choices about how they spend their time and engage well in creative, physical and imaginative experiences. Leaders monitor attendance and understand the importance of children attending regularly and feeling a sense of belonging within the club.

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Behaviour, attitudes and establishing routines Expected standard

Sometimes, expectations for children's independence and responsibility are not consistently reinforced. Staff routinely clear away crockery and other items after meals and tidy activities without involving children, despite children being capable of completing these tasks. As a result, children are not consistently expected to take responsibility for their belongings, resources and the shared environment, to help them develop key skills for life.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children behave well and have positive relationships with staff and each other. The calm and supportive environment contributes to children's positive attitudes and enjoyment of attending.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's welfare and wellbeing and provide a calm, welcoming environment, where children feel safe, secure and valued. Staff know children and their families well and build positive relationships that support children's emotional wellbeing. Children confidently share their views and talk positively about their experiences at the club. Leaders listen to children's views and recognise that children would like a greater range of sports-based activities. This forms part of leaders' understanding of how provision can develop to better reflect children's interests.

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Children's welfare and wellbeing Expected standard

Children have daily opportunities to be physically active through outdoor play and games and are supported to develop healthy habits. Healthy snacks are provided, in line with current guidance, and children are encouraged to drink regularly, particularly during hot weather. Parents and carers provide lunch boxes and are encouraged to make healthy choices. Children develop independence at mealtimes by serving themselves, choosing food and accessing their own lunch boxes. However, children are not consistently involved in clearing away after meals, to further support their developing independence and responsibility for their environment. Children understand the agreed limits around computer game use and demonstrate understanding of how to stay safe online. Children waiting for their turn often enjoy watching their friends play, although this means that their overall exposure to screen-based activity can extend beyond their allocated playing time. Leaders recognise the importance of

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Children's welfare and wellbeing Expected standard

balancing children's enjoyment of video games with opportunities to engage in the wider range of activities available. However, staff do not always monitor children's overall screen exposure or encourage them to make use of the many alternative activities on offer.

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Inclusion Expected standard

Although there are currently no children with special educational needs and/or disabilities attending the holiday club, leaders and staff know the children well and understand the importance of identifying and responding to individual needs. Information is gathered from parents and carers before children start at the club, helping staff understand their interests, preferences and any circumstances that may affect their participation or wellbeing.

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Inclusion Expected standard

Leaders recognise that children attending are of different ages and may have differing interests, levels of confidence and independence. A broad range of activities are available, including quieter activities, creative experiences, construction, role play, physical activities and games. This provides children with choice and opportunities to participate in experiences that reflect their individual interests and abilities. However, staff do not always proactively encourage children to make full use of the range of activities available, particularly when children become settled with one preferred activity.

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Inclusion Expected standard

The club is accessible to families through flexible attendance arrangements, including shorter and longer days. This provides parents with choice and enables children to attend for periods that are appropriate to their circumstances and needs. Leaders know the children and families who use the provision well and maintain positive relationships with parents. This helps staff respond to any emerging barriers to children's participation or wellbeing.

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Inclusion Expected standard

Although there are currently no children receiving additional funding or known to children's social care, leaders understand their responsibility to identify and respond promptly should circumstances change. They are committed to ensuring that all children are welcomed, included and able to participate fully in the experiences offered.

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Leadership and governance Expected standard

Leaders typically have a clear understanding of the strengths of the holiday club and are committed to providing positive experiences for children and families. They know the children and families who attend and use their views to help shape the provision. Leaders have identified the positive relationships between staff and children, the range and flexibility of activities and the secure relationships with parents and carers as key strengths. They are also aware of areas for further development, including providing more information to parents about forthcoming activities and increasing the range of sports-based opportunities in response to children's interests.

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Leadership and governance Expected standard

Leaders maintain oversight of the day-to-day running of the club and have effective systems to support children's safety and wellbeing. Safeguarding responsibilities are understood, with appropriate procedures in place for recruitment, induction, training and responding to concerns. Staff complete mandatory training and leaders ensure that staff understand their responsibilities. Staff are deployed appropriately and leaders provide support, where needed, to ensure that children's needs are met.

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Leadership and governance Expected standard

Parents have positive relationships with the staff and value the communication and practical support provided. Parents speak highly of staff, activities available and the healthy food provided. Leaders' positive relationships with children, families and staff contribute to the welcoming culture of the club.

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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 enjoy coming to the holiday club and have positive relationships with staff and one another. They feel safe, secure and valued and confidently share their views and interests. Children talk enthusiastically about their experiences, including creative activities, games and making slime. They say that they look forward to returning during the school holidays. Parents and carers report that their children are happy to attend and are welcomed warmly by staff.

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

Children have genuine opportunities to make choices about how they spend their time and can generally access a wide range of activities. They enjoy being creative, building dens, constructing, taking part in role play and playing games with their friends. Children work cooperatively, negotiate rules and take turns. They listen to one another, solve problems together and use language to develop their play. For example, children negotiate the rules of games and play 'rock, paper, scissors' to decide whose turn it is. These experiences help children develop positive social skills and a secure sense of belonging.

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

Children are supported to understand how to keep themselves safe. They know the club rules and can explain why these are important. Children demonstrate an appropriate understanding of online safety and know not to share personal information or communicate with people they do not know. They are also encouraged to make healthy choices and stay hydrated. Children develop independence skills, when serving themselves at breakfast and when accessing their own food and drinks.

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

Children generally have positive experiences. Overall, they are happy, settled and enthusiastic about attending. They develop positive relationships, enjoy a broad range of activities and feel that their views and interests are valued.

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Next steps

Leaders should strengthen children's independence skills and understanding of behavioural expectations, helping them to take appropriate responsibility and to care for the shared environment. Leaders should monitor children's engagement in activities closely and encourage them to access the full range of activities and experiences available.

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About this inspection

The inspector spoke with leaders, staff and children and took account of written feedback from 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

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Address:

St. Patricks Church Hall Back Lane Kimberley Nuthall Nottinghamshire NG16 1BT

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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5 to 10

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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