Super Pirates at St Nicholas Primary

Super Pirates at St Nicholas Primary

Unique reference number (URN): 2805983 Address: St. Nicholas Church School, Kilmersdon Road, Radstock, BA3 3QH Type: Childcare on non-domestic premises Registered with Ofsted: 27/08/2024 Registers: EYR, CCR, VCR Registered person: SuperPirates 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 and staff have embedded high expectations across the club and communicate them clearly each day. They encourage returning children to recall the club rules, checking their understanding and helping them take ownership of expectations. For example, children explain what it means to 'be kind to yourself', including drinking water and staying safe. This helps all children, including those with special educational needs and/or disabilities or barriers to their wellbeing, understand routines and boundaries. As a result, the club is calm, respectful and well organised.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff respond quickly, when children need support to regulate their emotions, helping them re-engage with their peers. Children learn to listen, take turns, cooperate and manage their feelings in a highly inclusive environment. Staff use frequent positive praise and purposeful strategies to reinforce this. For example, children create a daily 'Dave the monster' and work together to defeat him with kindness by earning positive points. This gives children a shared goal and encourages kind behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote attendance by planning exciting experiences, such as talent shows, that children look forward to. Families value the club and children attend regularly because they feel safe, have fun and enjoy being with their friends. Well-established routines, smooth transitions and consistent expectations help children develop confidence, independence and positive attitudes, enabling them to thrive.

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Children's welfare and wellbeing Strong standard

Children benefit from a nurturing environment, where their physical, emotional and personal wellbeing are prioritised. They build positive relationships with staff and peers, which helps them settle and feel that they belong. Leaders and staff respond sensitively to children's emotional needs, using effective strategies to help them regulate their feelings and engage successfully with others. The recent introduction of coloured key-worker wristbands gives children more targeted and consistent support, including during transitions such as moving between indoor and outdoor spaces. Leaders and staff work closely with parents and carers to stay informed about children's emerging or changing needs and adapt support accordingly. Outdoors, children have many opportunities to use their energy and develop their physical skills, including playing football, using apparatus, riding bikes and practising on skateboards.

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Children's welfare and wellbeing Strong standard

Leaders and staff have established effective routines that help children understand how to keep themselves safe and healthy. Leaders revisit fire safety rules daily and check that children understand them. Staff are vigilant when checking lunch boxes and follow safer eating guidance. Children independently follow consistent hygiene routines, including washing their hands before eating and managing their own toileting needs where possible. Planned rest breaks and well-organised transitions help children remain settled and engaged, including those with special educational needs and/or disabilities or barriers to their wellbeing.

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Inclusion Strong standard

Leaders have established a highly inclusive culture. They work closely with parents and carers to gather detailed information before children attend, then share this with the team during their morning 'captains' briefing'. This ensures staff fully understand the strategies that will help each individual child succeed and make the most of all opportunities during their time at the club. This reduces barriers from the outset and enables all children to participate in a well-structured, inclusive environment. Leaders and staff carefully support new starters, who initially find it difficult to settle. They quickly adapt their approach, for example, by taking activities to children so they can gradually join the wider club. With this reassurance and support, children soon settle and engage in the experiences available.

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Inclusion Strong standard

Leaders tailor support so that children's individual needs are met effectively. For example, staff support children through transitions by using discussion and children's interests to de- escalate situations quickly, helping them regulate their behaviour and emotions. Children can use quiet spaces and large spinning chairs to support their focus, particularly during group times. Parents report that the club suits children of all ages and is 'well-equipped' to support children with special educational needs and/or disabilities. Staff apply knowledge from recent training to strengthen inclusive practice.

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Leadership and governance Strong standard

Leaders recognise and value the importance of self-reflection in helping them to identify what is working well and any areas for improvement. This productive and effective approach ensures the club runs smoothly and efficiently. This impacts positively on children's experiences. For example, a recent introduction to the 'zones of play' creates more defined spaces for children to access an array of resources and opportunities. Alongside this, leaders ensure all staff understand what is expected of them. For example, they meet before children arrive to have their 'captains' briefing'. This is a five-step approach to ensure staff have a comprehensive view of things, such as the plan for the day, the children attending and any safeguarding information or updates. As a result, children and staff benefit from well-organised, enjoyable experiences that enable them to feel safe, secure and included. Staff report high levels of morale and enjoyment in their roles. They access training regularly

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Leadership and governance Strong standard

and leaders ensure staff wellbeing is a priority. For instance, leaders ensure staff have regular supervisions.

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Leadership and governance Strong standard

Leaders have developed strong links with parents and carers, the on-site school and the wider community. Parents comment that information is shared consistently and value receiving a summary of their child's day on collection. Leaders and staff sustain a culture of continuous improvement, maintaining high-quality practice and reducing barriers so that children can flourish.

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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 at this club. Leaders and staff welcome them warmly and know them well. Children quickly engage in the fun, inviting activities on offer and enjoy positive, encouraging interactions with staff and peers. This helps them feel safe, secure and valued. Children confidently share their ideas, interests and home experiences as they chat with leaders. Parents and carers value the broad range of experiences and regularly choose the club because their children have fun in a well-organised environment. Leaders and staff set high expectations, helping children listen carefully, follow instructions and take part

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About this setting

Unique reference number (URN): 2805983 enthusiastically throughout the day. They also follow up absences promptly and monitor attendance closely.

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About this setting

Children laugh and have fun as they play games with staff, make potions and practise for their talent show. They seek out staff to read stories, which they do animatedly, capturing children's attention and enjoyment. Outdoors, children investigate large blocks of frozen ice and create nature canvases using items they have collected. They enjoy large inflatable rings as they run around them, balance and jump over them. Children with special educational needs and/or disabilities, and those who may face barriers to engagement or wellbeing, take part fully in the club. Leaders and staff understand children's individual needs from the outset and adapt activities so everyone can participate successfully. Their thoughtful, responsive strategies help children feel calm, regulate their emotions and move confidently between activities. As a result, children build secure relationships with staff, grow in confidence and independence, and flourish alongside their peers. They leave each day

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About this setting

feeling successful, happy and eager to return.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their wellbeing.

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About this inspection

The inspector spoke with leaders, children and parents 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:

St. Nicholas Church School Kilmersdon Road Radstock BA3 3QH

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 17:00

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Address:

Local authority: Bath and North East Somerset 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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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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