Whitwell Parish Playscheme and Afterschool Club

Whitwell Parish Playscheme and Afterschool Club

Unique reference number (URN): 207281 Address: Whitwell Primary School, Southfield Lane, Whitwell, WORKSOP, Nottinghamshire, S80 4NR Type: Childcare on non-domestic premises Registered with Ofsted: 01/05/1999 Registers: EYR, CCR, VCR Registered person: Whitwell Playscheme Committee

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm. Policies and procedures to monitor children's attendance are not effective. Therefore, if children do not arrive, leaders and staff do not find out the reasons why, to help them promote children's safety.

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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

Children show an understanding of the routines once they arrive at the club. For instance, they line up to move around the building. Children understand they need to sit in a large group and listen to staff's instructions and information about resources and activities available during the day. Children have rules and boundaries in place to help them understand staff's expectations for their behaviour. These include children being kind and respectful to their peers. Staff play games with children, helping them to understand the rules and to play alongside others. Outdoors, children play football with staff, taking turns to kick a ball and to play cooperatively.

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Behaviour, attitudes and establishing routines Expected standard

Children confidently ask staff for help when needed, such as during craft activities. Staff encourage children to try to complete tasks by themselves first and then to ask for help, helping to build on their independence. This includes children who face barriers to their learning. It encourages children to have a positive attitude in their play. Leaders do not have or implement appropriate policies and procedures for monitoring children's attendance.

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Children's welfare and wellbeing Expected standard

Leaders and staff encourage hygiene practices. This includes children understanding why they need to wash their hands prior to eating. Children explain that they wash their hands to get rid of the germs that could make them ill. Staff offer children nutritious choices of food and drinks, to promote their health. They provide opportunities for children to make their own lunches, such as using knives safely to butter bread to make sandwiches and to pour their own drinks. This contributes to promoting their independence. Staff sit with children at mealtimes, making these social occasions where conversations take place.

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Children's welfare and wellbeing Expected standard

Staff help children to understand how they can keep themselves safe. This includes talking to children about stranger danger. Staff help children to understand that adults who wear red lanyards are visitors to the club and not strangers, so it is appropriate to talk to them. Staff help some children who face barriers to their care to understand safe physical contact with others, such as during rough and tumble play.

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Inclusion Expected standard

Leaders and staff make adaptations to the environment to support children's individual needs, including those with special educational needs and/or disabilities. This includes providing a calm area for children to go to be quiet and rest. Furthermore, ear defenders are offered to some children who struggle with loud noises, so they are able to join in larger group games with their peers.

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Inclusion Expected standard

Staff find out about children's individual needs from parents. This helps them to identify when to adapt their interactions to support children. For some children, this includes staff asking them simple questions which require a one-word answer or nod of the head to

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Urgent improvement

indicate their needs. Additionally, staff will use pictures to encourage children to communicate their thoughts and wishes.

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Urgent improvement

When new children struggle to settle into the club, leaders and staff invite parents and carers to join children. Staff spend time with children and family members, showing them around and gradually encouraging children to interact with activities. Sometimes they are offered a 'buddy', who is another, familiar child to spend time with. This helps children to settle when they first start, supporting their emotional wellbeing.

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Leadership and governance Urgent improvement

Leaders do not have procedures in place to monitor children's attendance. They do not always know when children will attend until they arrive each day. If children who are expected to attend do not arrive, leaders do not take steps to find out the reasons why. Furthermore, leaders do not implement an effective attendance policy that can be shared with staff and parents to help them identify effective procedures to follow if children do not attend. This is a breach of statutory requirements.

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Leadership and governance Urgent improvement

Since the last inspection, leaders have ensured that Ofsted has been provided with relevant information about all committee members to ensure suitability checks are completed. This helps to ensure those responsible for the club are suitable to be involved.

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Leadership and governance Urgent improvement

Leaders reflect on the experiences they offer children. They gather feedback from parents and children to help identify a range of activities to promote children's interests. This includes providing a 'chill' zone for children where they can go to be calm. This helps some children, including those who face barriers to their learning, to meet their emotional needs. Leaders and staff provide information for parents about activities they offer their children. This helps to keep them informed about their children's day.

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Leadership and governance Urgent improvement

Staff say that they feel supported with their wellbeing and practice. Leaders provide them with opportunities to meet to discuss professional development and to identify ongoing improvements in the club. Staff attend training courses, including those relating to hygiene and food safety.

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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

The support for children to follow regular routines, such as attendance, is not provided well enough. If they do not attend, leaders and staff do not make contact with parents and carers or alternative emergency contacts to find out the reasons why. This practice is the same for all children, including those who are disadvantaged.

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

Children arrive happy and confidently enter the playrooms, selecting from a wide range of toys and resources to promote their interests. Children show positive relationships with staff and their peers. They confidently talk to staff about their needs and wishes. Children's

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About this setting

Unique reference number (URN): 207281 voices are heard, and they make decisions about activities they would like to take part in. Children proudly show staff artwork they create and receive praise for their achievements. This contributes to raising their self-esteem. Children are physically active, for example engaging in team games with their peers. This includes children playing hockey. Children develop an understanding of the rules of the games and how to use hockey sticks correctly. Younger children receive support from staff to play the game, so they can take part as well as the older children. Children show their imagination as they manipulate sand with their hands and tell their friends they are making them a pancake.

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About this setting

Children benefit from interacting with staff, some of whom also work in the host school. This means that some staff know the children already, including those with special educational needs and/or disabilities. Staff adapt their practice to meet children's individual needs, such as to help them regulate their emotions.

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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 action by the assigned date:

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Action Completion Date

implement an effective attendance policy that explains the expectations relating to monitoring child absence and share this with parents 12/10/2026

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About this inspection

The inspector spoke with leaders, staff 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 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:

Whitwell Primary School Southfield Lane Whitwell WORKSOP Nottinghamshire S80 4NR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Whitwell Playscheme Committee

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Address:

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

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