Autism Bedfordshire Summer Scheme

Autism Bedfordshire Summer Scheme

Unique reference number (URN): 2799853 Address: Bromham CofE Primary School, Grange Lane, Bromham, Bedford, Bedfordshire, MK43 8NR Type: Childcare on non-domestic premises Registered with Ofsted: 18/07/2024 Registers: EYR, CCR, VCR Registered person: Autism Bedfordshire

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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 create personalised routines for children so that they can increasingly manage their own feelings and behaviour as they anticipate the events of the day. Staff skilfully adapt daily routines to reflect the needs and preferences of each child. They use visual cues, objects of reference and sign language highly effectively to help children understand daily routines. This means that children feel in control of what they do and can prepare for what happens next.

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Behaviour, attitudes and establishing routines Strong standard

Staff are well equipped with a range of resources tailored to the individual needs of the young children that they support. This means that children can self-regulate effectively during times of transition or dysregulation. Staff are experienced and consistently well- resourced, to a very high level, which means their support is prompt, meaningful and effective. For example, there is a room prepared and resourced for sensory activity, where children can relax under a weighted blanket or inside a blackout tent whilst they listen to a story. Children are expertly supported to anticipate transitions in the day, and, therefore, have consistently positive attitudes towards the activities that they engage in and towards each other.

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Behaviour, attitudes and establishing routines Strong standard

Adults consistently pre-empt and support children during their play and exploration of the setting. Children are consistently shown the positive behaviours that they should replicate, by staff who have an excellent understanding of their capabilities.

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Behaviour, attitudes and establishing routines Strong standard

Expectations in relation to attendance are clearly understood by parents. Leaders monitor attendance rigorously and have clear plans in place to address any concerns swiftly. As a result, there are high levels of attendance at the setting and positive routines around this are well established.

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Children's welfare and wellbeing Strong standard

Leaders have created comprehensive policies and practices that prioritise welfare, mental health and wellbeing. They have created a warm and welcoming environment where children are eager to attend.

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Children's welfare and wellbeing Strong standard

Leaders and staff have established routines that promote children's health, safety and independence. The plans for the week are shared, well in advance, with families and this means that children know what to expect for each day. Staff teach children about healthy choices. For example, they encourage children to take water breaks and make fruit kebabs to encourage children to explore a variety of fruits that they might not have had the confidence to try before. Children are supported to develop healthy habits with the support of their key person. Leaders' consistent, skilled approach supports children's health and ability to develop long-lasting healthy eating habits.

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Children's welfare and wellbeing Strong standard

Leaders consistently ensure that staff have a secure understanding of their role as key persons in meeting each child's unique care needs. They deploy staff with meticulous care and attention. Leaders carefully match children to staff whose skills and expertise best meet their individual needs. Staff take part in detailed team briefings each morning, reviewing the day's plans, risk assessments and the required support that children need. This conscientious preparation enables staff to deliver highly responsive, bespoke care that significantly enables children's safety, supports their wellbeing and ability to thrive at the setting.

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Inclusion Strong standard

Leaders and staff make a demonstrable difference to the opportunities and experiences of the children who attend the club. They provide specialist care of children with special educational needs and/or disabilities (SEND), making seamless adaptations to provision to ensure that children thrive and have overwhelmingly positive experiences at the club. For example, leaders swiftly and effectively identify barriers that children face, whether it be their communication and language skills or their interactions with peers. Highly experienced staff positively promote and encourage children to develop in these areas, building valuable skills for life.

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Inclusion Strong standard

The setting provides a high level of support and care for children which means they are able to take part in exciting activities they would otherwise be unable to access. Leaders gather detailed and comprehensive information from parents and organise taster sessions. This means that staff begin to fully understand children's interests and needs at the earliest opportunity. They are able to build a care plan to support the child, whilst they attend the club. Leaders focus on the wellbeing of children, and, therefore, prepare for the adaptations required to meet children's unique and changing needs.

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Inclusion Strong standard

An expertly coordinated and consistent approach means that leaders and staff are able to consistently remove barriers that children face, ensuring their wellbeing and enjoyment of club activities. Leaders ensure that risk assessments are robust and accurate to ensure the safety of children.

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Leadership and governance Strong standard

Leaders have a strong focus on the setting's strengths and areas for improvement. They are committed advocates for the children that they care for.

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Leadership and governance Strong standard

The highly experienced leadership team prioritise staff development. They recognise the significance and value of opportunities for high-quality staff training to upskill, empower and improve staff practice. For example, training themes are varied so that staff build confidence in their ability to support a wide range of needs. This training can then be built upon when staff are assigned their child. They learn about their needs and then complete training which address the unique needs that they will need to support. This means that staff feel confident well ahead of the start of the club and ready to support their assigned child. Leaders are focused on securing the best outcomes for children.

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Leadership and governance Strong standard

Leaders have high expectations and professionalism across the setting. Staff relate that their inductions, training and monitoring are meaningful. All staff feel supported and recognise the importance of delivering the highest levels of care and are committed to their professional development. As a result, children experience the highest levels of care from staff. Communication with families is excellent. Leaders and staff ensure that families are very well informed about their children's wellbeing and engagement each day. Families are overwhelmingly complimentary and appreciative of the respite and care that is offered and note that leaders' extended offer, outside of the holiday club, also has a lasting impact on their lives.

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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 are happy, relaxed and very well cared for at this specialist holiday club. There are ample opportunities for them to develop their physical, emotional and social skills. For example, some children travel efficiently around the playground on wiggle cars whilst others develop their gross motor skills indoors on familiar apparatus. Children of varying ages, who attend this setting, face significant barriers to their learning and are supported to explore and play together at the provision.

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

Children at this club are motivated to develop in areas that are relevant to their unique interests and stage of development.

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

All children, including those who are attending for the first time, are expertly prepared for their first day, and leaders have ensured that all children have had the opportunity to meet their individual key person beforehand. All children, including new starters, are confident in communicating with their trusted key person for support. Children are supported incredibly, by experienced and motivated staff, to develop their wellbeing and sense of belonging at this club.

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

Children really enjoy their outdoor play and are incredibly excited about their trips and visits, which include travel on a bus. They eagerly anticipate upcoming journeys and have been well prepared for the events of the day that staff have meticulously planned and prepared for. They enjoy their favourite activities and thrive in the presence of their trusted key person. All children are supported to develop their imaginations, emotional and other skills in a safe and incredibly inclusive space.

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

Leaders work closely with families to ensure that the care they provide meets each child's specific, individual needs. Staff value and have a true understanding of children's interests and abilities, ensuring the themes, resources and activities are accessible and highly engaging. Children are fully engaged in the variety of experiences offered at the club. Activities are well planned around the children's interests, which results in children who are keen to engage and explore.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities, those who are known or previously known to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, parents and children.

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Address:

Bromham CofE Primary School Grange Lane, Bromham Bedford Bedfordshire MK43 8NR

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Address:

Type: Childcare on non-domestic premises

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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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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

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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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