Chestnuts school care

Chestnuts school care

Unique reference number (URN): 2808143 Address: Foundation Suite, Bolsover Infant & Nursery School, Welbeck Road, Bolsover, Chesterfield, S44 6DE Type: Childcare on non-domestic premises Registered with Ofsted: 11/09/2024 Registers: EYR, CCR, VCR Registered person: Scott, Christine

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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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Children's welfare and wellbeing Expected standard

Children develop their independence during mealtimes. For example, children scrape food off their plates into a bin and pour their own drinks. They also know to sit at the table when eating. Children learn to meet their own personal needs. Staff regularly talk about healthy eating and explain why it is important for our bodies. Overall, children learn about healthy eating. Staff provide a well-balanced diet where they carefully prepare meals for children, giving them choices, and ensuring allergies and intolerances are regularly checked and meals are adapted.

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Children's welfare and wellbeing Expected standard

Children regularly copy manners, modelled by staff. When children feel uncomfortable saying the word, staff model and encourage them to use signs to communicate 'please' and 'thank you.' Staff teach children about limiting screen-time through discussions and prioritising physical play at the club. Children often enjoy accessing the outdoor area where they run, climb and jump.

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Children's welfare and wellbeing Expected standard

Leaders and staff offer settling-in sessions to support children to confidently access the club. Staff get to know the children, to put in place toys and resources of interest. For example, children who enjoy physical play enjoy throwing the ball safely back and forth to one another. They also enjoy balancing shapes in larger practical games. Children learn to play together.

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Behaviour, attitudes and establishing routines Needs attention

Leaders and staff do not consistently embed high expectations for children's behaviour and attitudes. Staff do not reinforce the rules of the club to ensure all children listen and follow at all times, to keep themselves safe.

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Behaviour, attitudes and establishing routines Needs attention

Staff have established some routines which children know and follow. For example, children know where to put their bags and sun hats and know to wash their hands before tea. Leaders and staff also support parents with behaviour concerns. They share consistent strategies used at the club to support possible home learning. Leaders and staff also monitor attendance and swiftly follow up any unexplained absences, working closely with the host school.

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Behaviour, attitudes and establishing routines Needs attention

Children build positive relationships with staff and their peers. Staff plan activities for children to regularly work together as a team. They implement games within the club to encourage children to take turns. For instance, staff use children's names to indicate who's turn it is next to roll the dice. Children wait for their go. Staff also regularly talk to children about their school day. Children enthusiastically engage in back-and-forth conversations. For example, staff encourage children to talk about how they achieved a sticker at school. Children show pride in talking about their achievements to staff and their peers. Staff praise their efforts.

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Inclusion Needs attention

Leaders and staff do not take appropriate action to support children's needs, particularly those children with special educational needs and/or disabilities (SEND). Although there were no children attending with SEND, leaders and staff lack knowledge in the importance of gathering vital or further information from the host school and parents. They do not have effective partnerships with other professionals to find out strategies to swiftly put in place to support children with SEND.

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Inclusion Needs attention

Leaders and staff ensure children are safe by working closely with the school on any concerns shared. They reduce barriers to children's wellbeing, gathering information from parents on children's interests to put in place at the club. Children confidently access the club. They also gather information on children's allergies, intolerances and preferences to adapt their menu accordingly. They ensure staff are trained to support any medical needs and that equipment is up to date. Staff also regularly follow children's lead during their play, for example, when children request crafts, staff are responsive in getting resources to build on their skills. Staff also prioritise talking to children during times of change, such as transitioning into a new class. Children share their worries, where staff comfort and reassure them, talking positively about their next steps in education.

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Leadership and governance Needs attention

Typically, leaders are aware of their setting's strengths. However, they are yet to establish some areas of development to improve staff's knowledge on how to support children with special educational needs and/or disabilities and manage high expectations for children's behaviour.

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Leadership and governance Needs attention

Leaders ensure staff are up to date with changes to the early years statutory framework and attend mandatory training to keep children safe. Generally, staff attend training to improve the quality of care the club provides. For example, they use knowledge from the training to improve their interactions with children and their routines. Leaders also put in place an induction process to help new staff improve their knowledge and understanding on how the club runs. Staff comment how well supported they feel.

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Leadership and governance Needs attention

Leaders work with the host school to monitor any shared concerns to ensure children's safety. They also share information to parents on children's school day and any issues. Typically, leaders share information with parents, such as policies on attendance and online safety, to promote consistency in following the club's procedures and support possible home learning.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Leaders do not support staff in their understanding on how to proactively support children with special educational needs and/or disabilities. Leaders also do not support staff in embedding consistently high behaviour expectations for all children to follow at the club.

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

Children feel safe and secure, as they are welcomed into the club by staff. They talk about their school day and share information about key events, such as transitioning into their new class. Children take turns talking and listening to their peers. They also eagerly engage with staff, who promote good social skills. For example, during mealtimes, children learn about different types of healthy foods and talk to their peers on their preferences, encouraged by staff. Children feel valued and celebrated as an individual, as staff plan activities based on information gathered from parents. For instance, they plan activities to celebrate special events, such as Eid. Children enjoy sharing their religious beliefs with staff and their peers. They also build their confidence in accessing the club's provision, as staff implement interests based on information gained from parents and through observations. Children

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

enjoy accessing a range of activities, planned by staff. For example, they enjoy playing games, colouring and creating using play dough and Lego. Children build on their team building skills, creativity and imagination.

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

Staff also support reducing children's barriers to wellbeing through planning in one-to-one time, using reassurance and talking through any worries or anxieties. Children build close bonds with staff, where they settle well and sustain attention on some activities planned. Some children develop a positive attitude to learning. Leaders and staff promote good attendance through carefully monitoring and swiftly following procedures to investigate unexplained absences.

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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

ensure leaders support staff's understanding and knowledge on how to effectively support children with special educational needs and/or disabilities 15/07/2026

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Action Completion Date

ensure leaders support staff to embed consistently high behaviour expectations for all children 15/07/2026

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About this inspection

The inspector spoke with leaders, staff and children during the inspection.

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Address:

Foundation Suite Bolsover Infant & Nursery School, Welbeck Road, Bolsover Chesterfield S44 6DE

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:40,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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Age range of children at the time of 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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.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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