Mains House @ Red Rose

Mains House @ Red Rose

Unique reference number (URN): 2790836 Address: Red Rose Primary School, York Terrace, Chester Le Street, DH3 3NA Type: Childcare on non-domestic premises Registered with Ofsted: 10/06/2024 Registers: EYR, CCR, VCR Registered person: Blue Sky Childcare 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 Strong standard

Leaders have high expectations around children's behaviour and attitudes and communicate these clearly to staff. They work very closely with school staff to ensure that approaches are shared and consistently effective. Staff use clear routines that help children feel safe and understand boundaries. Children behave well and follow instructions calmly. They line up, tidy up and move between spaces with confidence. Staff respond quickly when behaviour becomes unsettled and help children to make better choices. Children return to calm play and show positive attitudes.

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Behaviour, attitudes and establishing routines Strong standard

Children enjoy warm relationships with others and with staff. Older children support younger ones and show kindness. Children enjoy lively discussions when chatting with their friends and feel a strong sense of belonging. Staff encourage cooperation and fairness which helps children to develop secure social skills. Staff offer consistent praise and encouragement. Children beam with pride in their creations and enjoy sharing them with others.

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Behaviour, attitudes and establishing routines Strong standard

Children are happy to come here and often attend by choice rather than parental need. Leaders work with the school to support children to develop positive attitudes towards attendance, helping them to settle into predictable and secure routines that promote their wellbeing. Children quickly learn the routines of the setting and staff's expectations. For example, they know where to store their bottles and to gather together for group time at the start of the session.

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Inclusion Strong standard

Leaders ensure that inclusive practice is embedded. Staff identify children's needs swiftly and work closely with the school and with parents to share information that supports consistent approaches. Staff adapt practice confidently for children with special educational needs and/or disabilities. They respond sensitively to children's individual care needs, emotional support requirements and communication differences. Staff use children's interests to build connections and reduce barriers, which helps all children to settle well and feel included.

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Inclusion Strong standard

Staff support all children, including those with barriers to their wellbeing and participation, with calm and predictable routines. Staff support communication through drawing, conversation and simple visuals. Children express themselves confidently and feel listened to, understood and included. Staff pay attention to friendships and help children to form positive relationships, particularly for new children, which helps them to join in with confidence. They provide varied activities to ensure that children of all ages, particularly the youngest children, feel included and settled in the club.

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Inclusion Strong standard

Inclusive relationships across age groups help children to feel part of a wider community. Staff notice when children need extra reassurance and respond calmly and sensitively, which helps children to settle and return to play. Leaders ensure that staff have access to

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Expected standard

training through the sister nursery, which strengthens inclusive practice and gives staff a secure understanding of how to adapt activities to include all children.

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Leadership and governance Strong standard

Leaders are committed to providing high-quality care and experiences. They know children well and respond quickly to emerging needs and work closely with the school to gather information that supports consistent approaches. Parents consistently report that overall, communication is excellent and that their children are very well cared for and enjoy their time here. Leaders act swiftly to meet with parents where children facing barriers may need more support or adapted provision.

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Leadership and governance Strong standard

Staff feel well supported and speak positively about personal development opportunities, support and workload. Leaders prioritise staff wellbeing, for example by providing gifts and experiences to thank them for their hard work. They provide access to a wide range of professional development opportunities that help staff to build their expertise.

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Leadership and governance Strong standard

Leaders evaluate their provision comprehensively and make decisions in the best interests of the children. They pay close attention to detail. For example, when using a new space in the school they carefully consider how this will affect arrangements to keep children safe and happy in the setting. Leaders have begun to focus more on helping children to lead safe and healthy lifestyles. They talk to children about dangers online and how to stay safe, which shows their commitment to promoting wider wellbeing. Leaders have reviewed menus to offer more healthy options at teatime, with less healthy options offered in moderation. However, they acknowledge the need to help staff teach children more consistently about healthier choices and why some options are less suitable. Their aims to refine this practice show reflective and effective leadership and an ongoing drive towards excellence in welfare and wellbeing.

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Children's welfare and wellbeing Expected standard

Leaders promote children's welfare and wellbeing effectively, overall. Staff respond calmly to children who need reassurance and help them to settle. There is a well-established key- person system that helps to ensure that children's needs are met, particularly for the youngest and newest children and those with barriers to their wellbeing or participation. Children develop friendships with others and enjoy spending time with their siblings after school, which helps to deepen their sense of security and belonging. Children develop independence, which is supported well by staff who give them choices and responsibilities. Staff are vigilant and there are well-practised routines to collect children safely from school that help to assure children's welfare and wellbeing.

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Children's welfare and wellbeing Expected standard

Children benefit from fresh air and exercise during daily time playing outside. Leaders arrange physical exercise sessions weekly, but these have not yet been used well enough to teach children about the importance of an active lifestyle. Similarly, while children learn to keep themselves safe during meal times, for example, by remaining in their seat while eating, they do not yet have a secure understanding of how nutrition can support their health. Leaders have designed a menu that includes a home-cooked meal and healthy options, such as fruit and water. However, staff allow children to choose juice and cake freely. This means children often have more than is needed for a balanced teatime. Staff do not typically encourage children to make healthier food choices or help them to understand why some options are less suitable. This means that children are not supported consistently to make healthy decisions.

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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 arrive happily and settle quickly, showing that they feel safe when staff greet them warmly. Children new to the setting quickly learn the routines of the club. They move confidently between indoors and outdoors and choose activities that interest them. Indoors, children enjoy drawing, colouring and craft. They talk proudly about what they have made and staff respond with genuine interest which helps children feel valued. Children enjoy reading together and often ask older children to read stories to them. Younger children listen with interest and enjoy being included.

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

Children learn alongside their friends and quickly develop a secure sense of belonging. They play cooperatively and learn to take turns. They learn ways to negotiate and understand fairness and sharing. Children show growing confidence in routines. They enjoy sociable conversations with staff about their day at school and experiences at home. This helps children to feel understood and strengthens relationships.

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

Children thrive outdoors. They climb, balance and explore with determination, supported well by staff who encourage children to think about safety and make sensible choices. Children feel secure in predictable routines and follow instructions calmly. They show polite manners and kindness towards one another. When younger children need reassurance, staff respond quickly which helps them settle and feel safe. Children enjoy their time here, supported very well by staff who reduce barriers to their wellbeing and participation and help them to feel confident. They enjoy being part of a mixed age group and benefit from warm relationships with staff and friends. Children feel welcomed and included. Families appreciate the way staff get to know children quickly and respond sensitively to their needs. Overall, children flourish in a warm and inclusive environment where their uniqueness is valued and their wellbeing is supported.

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Next steps

Leaders should support staff to provide more consistent guidance and information that helps children to make informed healthy choices and build a deeper understanding of healthy lifestyles.

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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.

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Address:

Red Rose Primary School York Terrace Chester Le Street DH3 3NA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Blue Sky Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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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