The Lime Trees at Brinsworth Howarth Primary School

School

Unique reference number (URN): 2812737 Address: Brinsworth Howarth Primary School, Whitehill Lane, Brinsworth, Rotherham, S60 5JR Type: Childcare on non-domestic premises Registered with Ofsted: 01/10/2024 Registers: EYR, CCR, VCR Registered person: The Lime Trees Group CIC

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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 set the highest expectations for children's attitudes and behaviours, which are exemplary. Their key aims are for children to have fun, while creating purposefully planned sessions that provide exciting activities, play opportunities and new experiences that ignite children's motivation and engagement. For example, staff create activity planners with a monthly focus, based around their 'book of the month' and 'artist of the month', Reception class planning and children's interests. This helps children to develop a sense of belonging.

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Behaviour, attitudes and establishing routines Strong standard

As part of the daily routine, staff discuss activities, choices and expectations, which align with the host school's. Children recall how they must share, be kind and use their 'listening ears'. Staff provide a calm, safe and quiet area for children to regulate their behaviour and process their feelings and emotions. They prepare children for changes by clapping their hands and giving a 5-minute prompt for tidy-up time. Children work collaboratively to put things away, developing a sense of responsibility. Staff celebrate children's achievements with a 'high five' and positive phrases, such as 'good job'.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff are excellent role models who demonstrate a consistent approach, which helps children to feel secure. They create a harmonious environment where tolerance and respect are a key ethos. Staff provide extensive activities designed to build friendships and promote cooperative play, such as during craft activities. Consistent daily routines and attendance at the club help children to form positive habits, and a wonderful approach to learning, to support their success in school. Leaders also work closely with the host school to support any early interventions where there may be barriers to children's attendance. Staff provide opportunities for children to understand and celebrate diversity through resources and activities, for instance learning about a famous Nigerian artist.

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Children's welfare and wellbeing Strong standard

Leaders place a high emphasis on settling children into the club in order to build trusting and positive relationships between children and staff. This helps children to feel happy and secure and includes staff gathering wide-ranging information from parents beforehand. Staff thoroughly explain daily routines to children, and what happens next, to support seamless transitions. This helps children to develop high levels of emotional wellbeing, as does staff's genuine interest in what children say and do during their high-quality interactions. For example, staff praise children as they collect leaves and comment that they will have to count them all when back inside. Staff confirm that children are correct when they estimate there are more than 10. Staff increase children's confidence and self-esteem, for instance as they encourage children to have a go. For example, they encourage children to walk sideways 'like a crab' when negotiating the balancing beam.

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Children's welfare and wellbeing Strong standard

Staff provide broad-ranging opportunities for children to develop their understanding of keeping themselves safe and healthy. There is ample outdoor physical activity, and staff provide a wide array of healthy snack options, which they discuss with the children while encouraging their independence. For example, children prepare crackers and healthy wraps and wash up after finishing. Staff plan craft activities and provide questionnaires and information for parents to help reinforce messages about healthy lifestyles. Staff display posters and each month reinforce messages to children about online safety and other aspects of keeping themselves safe. They use initiatives devised by charities who lead on protecting children. Staff additionally reinforce safety rules before outdoor play and remind children why they need to take their water bottles outside. Staff promote children's positive mental health and wellbeing through activities such as yoga and mindfulness and wellbeing

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Inclusion Strong standard

Leaders and staff demonstrate an excellent commitment to promoting a highly inclusive service. They fully ensure that everyone feels welcomed and valued, and all children are fully included in the life of the club. As part of this, in consultation with the host school and other agencies, leaders offer free or emergency sessions to support families who would ordinarily not be able to access this provision. This includes where a placement is required short term, including at short notice. This helps to reduce barriers to children's engagement and wellbeing and has been an incredibly crucial resource to families and other professionals. Staff take the highest account of children's individual needs on entry and when planning activities and daily routines.

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Inclusion Strong standard

Although there are currently no early years children on roll with special educational needs and/or disabilities or other specific needs, leaders have a wealth of strategies in place to support children swiftly. Highly qualified and experienced staff, who form part of the senior leadership team, have expert knowledge of how to adapt provision for children to reduce barriers to their engagement and wellbeing. This includes, for example, gathering information before children enter so that this can be reviewed and comprehensively assessed in superb consultation with parents and the host school. This leads to meticulous support plans, adaptations to provision and staff training. Targets from support plans are regularly reviewed and updated through continued first-rate collaboration with parents and the host school.

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Leadership and governance Strong standard

Leaders have superb oversight of the provision. They continuously make decisions that are in children's best interests, in excellent consultation with staff, parents and children. They take full account of children's likes and interests when utilising each site's allocated budget. Staff's varying skills, experience and qualifications have an extremely positive impact on the quality of the provision and staff's interactions with children. Leaders strengthen this through their first-class recruitment, induction and continued professional development of staff. For example, new day-to-day managers receive superior mentoring through the company's bespoke 8-week management development programme. In-house training for all staff is limitless and delivered using a wealth of internal forums and external speakers. Staff wellbeing is overseen by the organisation's designated wellbeing officer and includes regular

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Leadership and governance Strong standard

supervision meetings that lead to personalised tracked and reviewed plans to support staff development.

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Leadership and governance Strong standard

Leaders carry out expansive reflection on all aspects of provision with staff, children and parents, such as through surveys. Areas for development are limitless and ever evolving, and leaders complete site visits and audits. They use a 'red, amber, green' rating system to identify and promptly address key priorities. Due to the large growth of the company, leaders created a bespoke comprehensive assessment tool that informs far-reaching and highly ambitious action plans to ensure that this expansion did not compromise quality.

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Leadership and governance Strong standard

Leaders build solid relationships with other organisations and the host school, particularly where children have special educational needs and/or disabilities or other barriers to their engagement and wellbeing. Staff take excellent account of feedback and information shared verbally and via the school's website, newsletters and curriculum plans. This promotes a shared and consistent approach for children as staff support their engagement and wellbeing. Parent feedback is highly complimentary.

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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 flourish in this setting, where all families are welcomed and leaders have a sustained commitment to removing barriers to children's attendance, engagement and wellbeing. Children thoroughly enjoy their time in the fun and stimulating club, where they demonstrate high levels of confidence and settle extremely well. Children are warmly welcomed by nurturing and friendly staff, who have an in-depth knowledge of children; they value parents' contributions before children start and subsequently. This helps children to feel very safe, secure and included. For example, children are eager to talk about their day when staff collect them from their classroom. They are particularly excited to tell staff about the sticker they received for being helpful, which staff celebrate with them. This helps children to feel proud.

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

Children show excellent familiarity with meticulously planned, consistent, calm and orderly daily routines. They move through these seamlessly and sensibly. For example, children listen attentively during the highly sociable registration time that increases opportunities for children and staff to continue to get to know one another in the new term. Children answer the question of the day, such as what their favourite things are. They show great respect and politeness as they take turns to listen to everyone's contributions and as staff explain what is on offer. This includes an inventive craft activity focused around the current theme of autumn and the 'artist of the month'. Children know to wash their hands before eating to prevent them from being poorly. In addition, they understand why they wear high-visibility vests to keep themselves safe while walking from their classroom to the club and when playing

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Address:

Brinsworth Howarth Primary School Whitehill Lane, Brinsworth Rotherham S60 5JR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 01/10/2024 Children show high levels of engagement and motivation during enticing activities. They have a real thirst for developing new skills and knowledge, which supports their successful learning in school. For example, children delight in searching for leaves to contribute to the craft activity, which sparks great conversations. They recall facts, such as why the leaves are many different colours and why they are falling from the trees. Children thoroughly enjoy staff's intuitive interactions during activities that build their imagination and creative skills, resilience and confidence superbly. For example, children learn to use more challenging balancing apparatus, and they create a 'leaf person' with paint and collage materials. Children learn to combine different paints to make new colours.

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Next steps

Leaders should continue to implement and embed their plans for development that will help realise a transformational impact on children's engagement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff at the club and the host school, 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. Registered person: The Lime Trees Group CIC

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,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

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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