Groots Childcare Hub 1 (Birkwood Primary School)

School)

Unique reference number (URN): 2821982 Address: Birkwood Primary School, Darfield Road, Cudworth, Barnsley, S72 8HG Type: Childcare on non-domestic premises Registered with Ofsted: 29/01/2025 Registers: EYR, CCR, VCR Registered person: Grassroots Sports Academy 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 Expected standard

Leaders have high expectations for children's behaviour and attendance. They typically work with parents to ensure that children, who may face barriers to their engagement and wellbeing, benefit from accessing what is on offer. Staff model respectful behaviour that has a positive influence on children. They remind children of the club rules and reinforce expectations throughout the session. Children positively respond to instructions, such as when staff blow the whistle indicating that it is time to stop and get ready to go outside.

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Behaviour, attitudes and establishing routines Expected standard

Staff establish daily routines and plan activities. However, sessions are not as well organised in the absence of key staff. For example, provision is not broad enough and routines are not adapted, or explained, well enough to support new children who attend at short notice, particularly those who have not yet started school. Therefore, the youngest children do not always have a wide choice of activities or know what is happening next. This means they are not consistently able to participate positively and develop a higher sense of security. Staff build positive relationships with children to increase their emotional security in other ways. They warmly remind children to ask if they need help and support them to achieve what they set out to do. This helps children to persevere and develop resilience. For example, staff encourage children to find alternative bricks to complete their models.

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Behaviour, attitudes and establishing routines Expected standard

Children play cooperatively during activities designed to build friendships, and staff provide some opportunities for children to learn about and respect differences between themselves and others. For example, they adapt sports games to help children to experience what it might be like for a person with a physical disability to take part. However, staff provide fewer opportunities for children to learn about other cultures and diversity in other respects.

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Children's welfare and wellbeing Expected standard

Leaders typically have effective policies to promote children's welfare and emotional wellbeing. Staff gather certain information when parents book their children into the holiday club online. However, details are not broad enough to give staff a greater insight into children's unique needs to help settle them in, especially the youngest children, not yet at school, who attend at short notice. Where children attend more regularly, their key person gathers certain information directly from the children, although this information is filed away and not available to other staff in their absence. This leads to some inconsistencies in children's care, engagement and the support they receive. Staff demonstrate safe practices. Leaders use local authority grants to strengthen safety policies and procedures, such as creating their own designated secure entrance for families. Staff display, and remind children

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Children's welfare and wellbeing Expected standard

about the safety rules, and inform children about online dangers they may face.

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Children's welfare and wellbeing Expected standard

Staff support children's independence, self-care and understanding of practices that help them to keep themselves safe and healthy effectively. For example, children engage in handwashing before they eat a nutritious lunch. During the holiday clubs, this is freshly cooked off site by the organisation's professional nutritionist, while staff prepare healthy options during term time. Leaders use their expert knowledge, gained through their higher level qualifications and experience, to educate children about different food groups and the effects of these on the body. For example, they explain how carbohydrates provide slow- release energy. Staff also reinforce messages through activities, such as completing a healthy food word search. Children have extensive opportunities to take part in physical activity led by staff with sports coaching qualifications. This effectively promotes their physical health.

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Inclusion Expected standard

Leaders typically demonstrate a commitment and positive approach to inclusive practice. This includes taking part in government-funded programmes for families that enable children, who may not ordinarily be able to do so, to attend holiday clubs. Leaders plan daily routines and weekly activities. However, they do not consider the different age groups and children's abilities well enough, to consistently meet their individual needs and reduce any barriers to children's engagement and wellbeing. This is with more specific reference to the youngest children, who are not yet in Reception class, who do not consistently receive the highest levels of support.

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Inclusion Expected standard

Although there are no children currently on roll with special educational needs and/or disabilities (SEND), leaders have a variety of strategies in place to find out about this and support children. For example, leaders would set up a meeting with parents and other settings and complete, review and update risk assessments and individual support plans in consultation with staff. They would make adaptations as required, such as to staffing, resources and the environment. Should staff identify children with any kind of additional needs, this would form part of the information shared with leaders via daily session review forms.

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Inclusion Expected standard

Leaders use external programmes and training, delivered by professionals who specialise in provision for children with SEND. This helps to increase staff's knowledge and awareness of strategies that support children with SEND, such as regulating children's behaviour through movement. Furthermore, leaders are introducing new initiatives staff they have learned, based on theories that support children's emotional wellbeing.

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Leadership and governance Expected standard

Leaders have overall effective oversight of the club and demonstrate a commitment, drive and passion to take their practice forward. They gain invaluable feedback from parents, for example, via detailed electronic reviews, and ask for children's views. Leaders have a wealth of generally effective systems in place for reflecting on and improving practice. For example, they complete and review development plans each term with staff, undertake spot- checks at each site and use observations as a focus point for staff feedback, coaching and mentoring.

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Leadership and governance Expected standard

Leaders undertake and provide staff with further continued professional development opportunities, such as supporting them to gain a playwork qualification. However, this is not always targeted precisely enough to ensure staff have an increased and consistent understanding of supporting the youngest children's engagement and wellbeing to a higher level, including through partnership working with parents. Where children attend the after- school club during term time, staff link closely with the host school to complement children's experiences.

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Leadership and governance Expected standard

Leaders typically make decisions that are in children's best interests. For example, after completing a quality improvement and assurance scheme at 2 other sites, as mandated by the local authority, leaders are now using this criteria to improve practice across all settings. Leaders have plans to progress to part 2 of the scheme. Leaders who complete mental health first-aid training, prioritise staff's wellbeing. For example, they undertake mental health sessions, walk-and-talk sessions and provide sources of help to staff. Staff are encouraged to identify their own key targets, which helps them to gain a sense of ownership and increased motivation towards their personal growth.

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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 typically enjoy their time in the club, which aims to foster their love for physical activity, promote healthy lifestyles and create lasting friendships. All families are welcomed, so that they feel included. As part of this, leaders take part in government-funded holiday club programmes for families, which helps to remove barriers to children's attendance. Children typically settle promptly after parents drop them off at the club's designated secure entrance. Staff monitor access closely, to help children to feel, and stay safe. Staff use arrival times as an opportunity to obtain and clarify some general information with parents to meet children's individual needs and promote their welfare. For example, they check that the online details about children's dietary needs remain the same.

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

Children play happily. They generally enjoy activities and develop a positive attitude in readiness for starting school and beyond. For example, children practise important hand– eye coordination and dexterity as they use mark-making resources to colour in daffodils and as they connect small pieces of LEGO. Children develop their imagination, mathematical and social skills while chatting away to one another about what they are making. They concentrate intently while building their models. Staff tell children how great their models are as they sit alongside them. This helps to foster children's self-esteem and confidence and demonstrates to them that their contributions and achievements are valued.

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

Children have opportunities to build friendships and positive relationships with their peers and staff as they play sports games. For example, children have fun playing cricket together, staff adapt equipment for younger children to ensure they can take part. Children receive encouragement and praise from staff; they increase children's enjoyment and engagement

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Address:

Birkwood Primary School Darfield Road, Cudworth Barnsley S72 8HG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 29/01/2025 through their own enthusiastic participation and guidance. Children demonstrate positive behaviours as they play, such as taking turns and learning about fairness during games.

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Next steps

Leaders should strengthen children's key-persons' liaison with parents, gaining more information to consistently support children's individual needs and more readily help them settle into the club. Leaders should increase opportunities for children to develop an understanding and respect for other cultures and the diversity of the world they live in. Leaders should target the continued professional development of staff that will help them to adapt provision and daily routines more successfully, to support children's engagement and wellbeing to a higher level.

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About this inspection

The inspector spoke with leaders, staff, children and parents.

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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. Registered person: Grassroots Sports Academy Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 09:30 - 18:00,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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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