Happy Shack

Happy Shack

Unique reference number (URN): 2826126 Address: East Boldon Scout Group, Grey Horse Car Park, East Boldon, NE36 0SJ Type: Childcare on non-domestic premises Registered with Ofsted: 17/02/2025 Registers: EYR, CCR, VCR Registered person: Davison, Sheryl Angela

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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 generally have clear behavioural expectations that they reinforce. Children typically behave well and know the routines and expectations. For example, when children enter the club, they take off their shoes to avoid marking the floors. Children respond quickly when staff remind them of their expectations. For instance, they sit back down on the chair when staff remind them to sit down until they have finished eating. Leaders and staff typically support children with special educational needs and/or disabilities to understand the expectations. This helps all children to play in a harmonious environment.

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Behaviour, attitudes and establishing routines Expected standard

Staff develop secure relationships with children. They take time to get to know children, and this enables them to provide a range of activities to support children's interests. This helps to ensure that children are engaged in their play. Younger children thoroughly enjoy playing with play figures, developing their own street scene with the small-play buildings.

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Behaviour, attitudes and establishing routines Expected standard

Children develop positive relationships with each other. They greet their friends with enthusiasm, when they return from school and play together happily. For example, older children play alongside each other as they build and construct structures.

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Behaviour, attitudes and establishing routines Expected standard

Leaders reinforce the importance of regular attendance. They monitor when children are absent and follow up with parents to ensure children's safety and welfare.

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Children's welfare and wellbeing Needs attention

Leaders and staff do not consistently provide a range of healthy meals and snacks. Sometimes, they provide foods that can contain high sugar content, such as sugary cereals, juices and chocolate spreads and biscuits. This does not consistently help children to learn how a healthy diet supports their good health.

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Children's welfare and wellbeing Needs attention

Children are happy and settled. They develop secure relationships with staff. Staff take time to get to know children as individuals. They typically gather information from parents about children's likes and dislikes. They also find out about any allergies or dietary preferences. Leaders have attended training on allergens and take appropriate action to ensure children's safety. They adapt their menus to support children who face barriers to their wellbeing and those with special educational needs and/or disabilities. For example, they provide a choice of pasta dishes. Staff remind children to wash their hands before eating. They encourage them to be polite and prompt them to say please and thank you.

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Children's welfare and wellbeing Needs attention

Staff help children to manage their feelings and emotions. For example, they find out how children are feeling. Staff find out about any information that school staff wish to pass on to parents. They also share information form parents when they drop children off at school in the morning. This helps to support children's wellbeing.

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Inclusion Needs attention

Leaders do not always find out sufficiently detailed information, when children first start, to identify children's individual needs swiftly. For example, they are not always aware if children have special educational needs and/or disabilities. This impacts on the support they can provide from the beginning. Weaknesses in communication with other providers and professionals also impact on their ability to meet children's individual needs, when they first start. For instance, they do not consistently find out about children who are known or have been previously known to children's social care or those who are disadvantaged. This means that they do not always develop a consistent approach to supporting children's care. Leaders demonstrate a willingness to improve their knowledge and skills and have identified training to develop their skills further.

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Inclusion Needs attention

Leaders observe children playing and assess their needs. When leaders and staff identify concerns, they talk to parents and find out about ways that they can support children. They generally talk to parents about any adaptations to their menus to ensure children can access food that they like. For example, they offer plain pasta to support children who prefer plainer foods.

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Leadership and governance Needs attention

Leaders do not have a sufficient overview of their strengths and areas for development. They have not always kept their knowledge of the different requirements up to date. These include the requirements in relation to food and drink. Leaders have not yet implemented plans to provide staff with supervision. As a result, staff do not receive consistent training and coaching to ensure their practice continues to improve. Leaders and staff do not consistently work effectively with local schools and nurseries to develop a consistent approach to supporting children's learning. For example, they do not find out about any support arrangements in place for children with special educational needs and/or disabilities. This sometimes impacts on the support they provide to children.

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Leadership and governance Needs attention

Staff work well with parents, overall. They use a range of methods to communicate with parents. For example, parents find out about the snacks children will have during the week and the sort of activities that staff have planned. Staff communicate with parents on a daily basis about how children have been. They pass on messages to school from parents and talk to parents about any accidents or incidents in school.

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Leadership and governance Needs attention

Staff are well supported. They know that they can talk to leaders about anything. They comment that leaders are observant and quickly notice when they need support. Staff comment on the invaluable support that leaders have given them in the past. This supports their wellbeing.

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Leadership and governance Needs attention

Leaders and staff attend mandatory training, such as first aid and safeguarding.

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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

Not all children with special educational needs and/or disabilities, those who are disadvantaged or known to children's social care get the help and support they need in a timely manner. They do not always benefit from a consistent approach from staff and other providers to support their care needs. Sometimes, children do not get clear and consistent messages about healthy eating and how this supports their good health.

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

Children enjoy the club and look forward to attending. They develop positive attitudes to their learning because staff provide a range of resources that support their interests. Children have the confidence to talk to staff about what they want to do in the evening. For example, older children enjoy construction activities while younger children thoroughly enjoy singing and dancing. They concentrate well and show awareness of the space available to them. This supports their own safety as well as that of other children. They gain a range of skills that support them in the future.

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

Children behave well and treat others with respect. This is evident as they build and construct together and listen to other children's ideas. They follow the expectations, including taking their shoes off and lining them up at the side of the room. Children develop positive relationships with staff and other children. Younger children enjoy playing with staff and talking to them about their day. Children talk to their friends and staff at snack time about their day. They discuss what they have been doing in their different lessons. Children usually remember to say please and thank you. They help staff to tidy up after snack as they clear their plates.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

improve information gathered from parents when children first start to ensure effective arrangements are in place to support children with special educational needs and/or disabilities 08/10/2026

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Action Completion Date

improve partnership working with schools and nurseries to develop a consistent approach to supporting children's care and learning 08/10/2026

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Action Completion Date

put appropriate supervision arrangements in place and provide staff with coaching and support to ensure their practice continues to improve 08/10/2026

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Action Completion Date

ensure meals, snacks and drinks are healthy, balanced and nutritious 08/10/2026

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, parents and children 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:

East Boldon Scout Group Grey Horse Car Park East Boldon NE36 0SJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Davison, Sheryl Angela

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 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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3 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

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 . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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