Buds And Blossoms Holiday Club

Buds And Blossoms Holiday Club

Unique reference number (URN): EY546726 Address: The Parish Hall, Upper Tockington Road, Tockington, BRISTOL, BS32 4LQ Type: Childcare on non-domestic premises Registered with Ofsted: 12/07/2017 Registers: EYR, CCR Registered person: Shenton, Rachel Melissa

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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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Inclusion Strong standard

Inclusive practice is a particular strength of the setting. Leaders have a detailed understanding of children's individual needs and family circumstances. They use this knowledge consistently to identify and reduce barriers to children's participation and wellbeing. Before children first attend, staff gather information from parents and/or carers and, where appropriate, other settings. Staff discuss this information together and consider any support or adaptations that children may need. For example, they carefully position small-part activities so that older children can enjoy these safely alongside younger children.

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Inclusion Strong standard

Leaders use their expertise and professional links effectively to support children with special educational needs and/or disabilities and those receiving additional help. They work closely with parents, early help, speech and language services and local authority professionals. Staff remain alert to emerging needs and know when to seek further advice. This provides continuity and helps children receive appropriate support while attending the holiday club.

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Inclusion Strong standard

Leaders recognise when family circumstances create barriers to children's wellbeing. They use their discretion to reduce these barriers and provide practical support to families when needed. Staff naturally reflect different family structures, backgrounds and experiences when they talk about families, celebrations and life outside the club. They consider how individual circumstances may affect children emotionally and respond sensitively. As a result, children with differing needs and circumstances participate confidently and feel known, valued and understood.

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Behaviour, attitudes and establishing routines Expected standard

Leaders establish clear routines and expectations that help children settle quickly. Staff use calm guidance and respond consistently when children need support with their behaviour. For example, play with musical instruments becomes increasingly loud. Staff remind children of expectations and encourage them to make another choice. Children respond positively. Warm relationships help children to feel comfortable approaching staff for help and reassurance.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to the experiences available and sustain their interest in play. Staff encourage them to persevere with tasks they find difficult. During a craft activity, younger children have a go at cutting for themselves. Staff demonstrate how to use the glue when children need help, rather than completing the task for them. This builds children's confidence and independence. Staff adapt their expectations to reflect children's differing ages and needs. Younger children confidently follow familiar routines and understand what staff expect of them. Leaders know which children they expect to attend each day and promptly follow up any unexplained absence. Children generally experience consistent routines and expectations. This helps them feel settled and enjoy their time at the holiday club.

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Children's welfare and wellbeing Expected standard

Leaders establish caring routines that generally support children's physical and emotional wellbeing. Staff know children well and respond sensitively when they need comfort or reassurance. They pay close attention to children's physical needs. During hot weather, staff encourage children to drink regularly and wear sun hats. When children become too warm outside, staff adapt the day and offer quieter experiences indoors. This helps children to remain comfortable and enjoy their time at the club.

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Children's welfare and wellbeing Expected standard

Staff support children to become increasingly independent in managing their personal needs. Children wash their hands before eating and manage their own lunchboxes and belongings. Staff encourage them to have a go before providing help. They promote healthy lunchboxes with parents and/or carers and consider individual dietary needs. Staff adapt their care to reflect children's ages, needs and circumstances. This helps children feel secure and confident in familiar routines. However, staff do not consistently help children to understand why healthy routines and choices matter. For example, children wash their hands before snack, but staff do not explain how this helps to keep them healthy. Staff encourage nutritious food and hydration but do not routinely explain the benefits. Consequently, children do not consistently deepen their understanding of how everyday choices support their health and wellbeing.

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Leadership and governance Expected standard

Leaders have a clear vision for providing a relaxed holiday club that responds to children's interests and supports local families. They recognise that they previously planned too many activities. They now give children more time to develop their own play and use children's interests to shape experiences. Leaders consider the differing ages of children attending and make sure that experiences offer appropriate interest and challenge.

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Leadership and governance Expected standard

Leaders maintain oversight of practice and provide induction, guidance and access to professional learning. Staff benefit from supportive working relationships and regular professional discussion. Leaders recognise how much children enjoy being outdoors and would like to develop outdoor experiences further. Parents and/or carers speak positively about the provision and value how well staff know their children. They appreciate the regular communication with staff and describe the club as important to the local community.

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Leadership and governance Expected standard

However, leaders mainly evaluate the holiday club through informal discussions. Supervision and professional development remain closely linked to work in the separately registered pre-school. Consequently, leaders do not yet use focused evaluation of the holiday club to identify specific professional development that could strengthen practice further. This limits how professional learning supports the continued development of the holiday 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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What it's like to be a child at this setting

Children are happy, confident and settled at this welcoming holiday club. They freely choose whether to play indoors or outside and spend long periods following their interests. Younger children enthusiastically mix, fill and pour as they explore a lemonade-themed sensory tray. Older children concentrate carefully as they select small beads to create different shapes and patterns. Children develop practical skills as they cut, stick, build and investigate. During construction play, they use small tools and a spirit level to check their structures. They confidently use familiar vocabulary, such as 'excavator', as they share their ideas with staff. Staff know when to join in and when to stand back. They follow children's ideas without taking over their play. Children develop confidence, independence and the social and practical skills they need as they grow.

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

Children of different ages play successfully alongside one another. They share resources, take turns and develop positive friendships. The youngest children confidently communicate and contribute to play alongside older children. Children approach staff when they need help and form warm relationships with adults who know them and their families well. Staff value the information families share and recognise children's different family structures, backgrounds and experiences. Children who face barriers receive individualised support that helps them to participate fully. They develop a strong sense of belonging and enjoy spending time with their friends.

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

Children understand familiar routines and generally manage these independently. They wash their hands, select their snacks and look after their belongings. Children respond positively to calm expectations and guidance. Familiar routines provide consistency

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Address:

The Parish Hall, Upper Tockington Road Tockington BRISTOL BS32 4LQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Shenton, Rachel Melissa

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Address:

Register(s): EYR, CCR throughout the day. Staff know when children are expected to attend and promptly follow up any unexplained absence. Children feel safe and secure in this relaxed environment. They have time to follow their interests, make their own choices and enjoy being with their friends.

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Next steps

Leaders should strengthen how staff promote healthy lifestyles so that children consistently understand how everyday routines and choices support their health and wellbeing. Leaders should develop more focused evaluation of holiday club practice and use this to shape professional learning and further enhance children's experiences.

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About this inspection

The inspector spoke with leaders, staff, 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. Operating hours: Tuesday,Wednesday,Thursday : 09:00 - 15:00

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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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