Clubs 4 Kids

Clubs 4 Kids Drayton Green Primary School, Drayton Grove, LONDON, W13 0LA

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Inspection date

Previous inspection date 23/10/2012 Not Applicable

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early years provision

This inspection: 2 Previous inspection: Not Applicable How well the early years provision meets the needs of the range of children who attend The contribution of the early years provision to the well-being of children 2 The effectiveness of the leadership and management of the early years provision 2

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This provision is good

 Children have fun and enjoy a variety of experiences in the club.  Children are confident and able to express their wishes.  Children feel safe and secure in this warm and friendly environment.  Effective relationships are established with the staff in the school.

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It is not yet outstanding because

 The organisation of the book area does not always enable children to choose books themselves or encourage them to read.  Staff do not always invite parents to share knowledge of their home languages to help them become more involved in the educational programmes.

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Information about this inspection

Inspections of registered early years provision are scheduled:  at least once in every inspection cycle. The current cycle ends on 31 July 2016  more frequently where Ofsted identifies a need to do so, for example where provision was previously judged as inadequate  brought forward in the inspection cycle where Ofsted has received information that suggests the provision may not be meeting the legal requirements of the Early Years Foundation Stage; or where assessment of the provision identifies a need for early inspection  prioritised for inspection where we have received information that the provision is not meeting the requirements of the Early Years Foundation Stage and which suggests children may not be safe  at the completion of an investigation into failure to comply with the requirements of the Early Years Foundation Stage.

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Information about this inspection

The provision is also registered on the voluntary and compulsory parts of the Childcare Register. This report includes a judgment about compliance with the requirements of that register.

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Inspection activities

 The inspector spent time observing outcomes for children and sought the views of children through observations and discussions.  The inspector discussed leadership issues with the manager.  The inspector gathered evidence through talking with parents and staff.

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Inspection activities

 The inspector sampled children's information, planning and assessment records, policies and procedures.

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Information about the setting

Clubs 4 Kids was registered in 2011. It is privately owned. It operates from Drayton Green Primary School in the London Borough of Ealing. The club is registered on the Early Years Register and also the compulsory and voluntary parts of the Childcare Register. The after school club operates from 3.15pm to 6pm., during term time only. The play scheme is open each weekday from 8am to 6pm during some school holidays, depending on demand. There is also a breakfast club operating from 7.55am to 8.55am. Children have access to an outdoor play area. All the children attend Drayton Green Primary School. The club cares for up to 24 children. There are currently 12 children on roll in the early years age range. The club employs four members of staff and of these, two hold appropriate early years qualifications to level three and above. In addition, specialist support coaches provide sports sessions twice a week and during holiday play schemes. The club supports

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Information about the setting

children with special educational needs and /or disabilities and children who speak English as an additional language.

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To further improve the quality of the early years provision the provider should:

 provide further opportunities for parents to feel valued and fully involved in the educational programmes by extending knowledge of their languages and interests

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To further improve the quality of the early years provision the provider should:

 increase children's interest in reading by arranging books so they are accessible and inviting to look at

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who attend

Children are secure and have fun in the club. They are eager to share their news with friends and staff after school. They are confident to express their wishes about what they would like to do and quickly settle and engage in their chosen activities. They become engrossed in making their pumpkin pictures; painting and sticking using a variety of materials. They concentrate as they listen to staff explain how to make a witch's hat. They use scissors safely to cut wool and attach this to their hats to make hair. Children are proud of their achievements and laugh as they try on their hats and show their friends.

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who attend

Staff provide a very enabling environment for children to be able to play imaginatively. The area for imaginative play is set up to reflect their Halloween theme. Children thoroughly enjoy playing together in the haunted house. They demonstrate to adults how to fly a 'witch's broom' and dress up in a variety of outfits. Children are developing their vocabulary as they discuss things in the house, such as the 'cauldron'. Staff display words in the environment that are related to their current theme, which helps to extend children's learning. Children have opportunities to mark make as they use the wipe down sheets to write their Halloween recipes. They are able to help themselves to a good range of resources, which are generally well set out to encourage their interests. However, although the book area is set out welcomingly with cosy cushions for relaxing; the books are over stacked in the storage unit, making it difficult for children to independently select

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who attend

Children are very confident to express their wishes. Their ideas are valued and included in the planning. The staff have a good understanding of the learning and development requirements of the Early Years Foundation Stage. This enables them to provide a stimulating range of activities, which complements the school programme. Children receive support with their homework. They form close relationships with older children, who engage well with younger children and offer them help.

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who attend

The manager monitors and observes staff interaction and planning to ensure it provides varied opportunities for children's learning and development. She actively engages in the activities and demonstrates good practice through example. For example, using open questioning to extend children's abilities in being able to think critically and problem solve. Staff are beginning to observe and comment on each other's practice to support their development. Staff use pictorial cards and symbols to support children who are bilingual and children with special educational needs and /or disabilities. The staff work closely with the school to identify and build on children's needs.

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who attend

Parents complete an 'all about me' form when their children start, which is used as a starting point in understanding children's interests and abilities Staff build on this through observations, which are recorded in their individual profiles and illustrated by photos. A key person system supports communication between parents and staff. Parents are involved in their children's learning through daily discussions. They are aware of their child's profiles should they want to see them. Regular newsletters provide information regarding current activities the children participate in and plans are on display. However, there are some missed opportunities for parents to feel involved and valued. For example, finding out and extending knowledge of family's home languages.

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who attend

Children are developing an understanding of the world. They find out how things work as they use the club's camera and computers. They enjoy relaxing with headphones to listen to their favourite music. They find out about living things as they explore the textures of leaves and conkers on the nature table.

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The contribution of the early years provision to the well-being of children

Children are able to feel safe in this nurturing and welcoming environment. Each child has a key person, which enables them to settle quickly and provides good continuity of care. Staff talk to children about their day, communicating any issues a child may raise with parents and the school. For example, difficulties children may experience with their homework. Children are comfortable and secure in this small and homely club. The positive relationships they share with staff and other children helps them feel confident to explore and suggest their ideas. Younger children receive lots of reassurance from the caring staff and older children. All children are well supported and encouraged to join in and develop their existing and new skills. Children behave well in the club as they are happy and engaged. They confidently explain their 'golden rules' to adults. Such as, 'we learn how to be kind to each other here, we

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The contribution of the early years provision to the well-being of children

have to remember to share and take turns'. Staff gently remind the children that their actions may affect someone else during the session. Children are able to feel really good about themselves as the staff offer lots of praise and encouragement. When parents arrive, staff encourage the children to show their creations and talk about what they have been doing.

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The contribution of the early years provision to the well-being of children

Children learn good hygiene practices as they go to the toilet to wash their hands before snack time. They sit together chatting happily and are able to spread their own bread. This helps children develop social skills and independence. The snacks are healthy and take account of their individual dietary needs. Children who attend the holiday play scheme bring their own packed lunches.

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The contribution of the early years provision to the well-being of children

The club is well resourced and provides good opportunities to support children s learning and development both inside and out. The environment is largely well set out to enable children to make independent choices in their play. Children enjoy the specialist support sports sessions, which provide opportunities for them to let off steam and develop skills, such as ball control. Children are gaining an understanding of risk as they explore their environment. They enjoy team games, such as football in the outdoor area. They proudly demonstrate their superb 'football kicks' to adults as they come inside. They are aware they need to move away from other children, so as not to hurt anybody.

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provision

Staff have suitable arrangements in place for safeguarding children. The designated person for dealing with child protection concerns has attended suitable training and cascades information to other staff. Through discussions with staff, they clearly understand their responsibilities regarding recording and reporting concerns and know they must not use their mobile phones or cameras within the club. The manager has robust systems in place for recruitment and the checking of suitability of all staff. An induction programme and ongoing support through meetings, observations and training help to strengthen their performance. The staff meetings provide opportunities to talk about all aspects of children's learning and development requirements and provides an opportunity to monitor the effectiveness of the educational programme. Staff risk assess all areas to ensure that children are able to play in a safe environment. The staff are

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provision

vigilant, supervising children well throughout the session. Records, polices and procedures are well maintained, underpin practice and are shared with parents. For example, staff obtain prior consent before administering medication.

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provision

Overall, the enthusiastic and friendly manager oversees the club well, enabling children to have fun and progress effectively. She seeks the views of parents, children and staff through ongoing discussions. She uses these views in the self-evaluation of the service provided. The staff are able to recognise what they do well and have some well-focused plans for how to make further improvements. The club has links with the local early years advisory team and address recommendations made by them to improve outcomes for children.

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provision

The manager and staff share very good relationships with the school they operate from. Some of the staff also work within the school. This provides lots of opportunities for partnership working. They make good use of teacher's specialist knowledge of children, particularly when children need extra support. This enables staff to build on children's learning and close any gaps in their learning in an informal environment. Staff have friendly exchanges with teaching staff, when they meet the children after the school day. They verbally exchange information, which supports the children's well-being.

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provision

Overall, partnerships with parents are effective. The staff greet parents and carers warmly at the end of the session and verbally exchange information. A parent notice board displays lots of relevant information about the club's activities and events. Photos of the staff are on display. Staff are still developing ways to enable parents to be more deeply involved. Parents' verbal comments indicate they are happy with the service their children receive and say the children enjoy coming to the club.

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The Childcare Register

The requirements for the compulsory part of the Childcare Register are Met The requirements for the voluntary part of the Childcare Register are Met

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Grade Judgement Description

Grade 1 Outstanding Outstanding provision is highly effective in meeting the needs of all children exceptionally well. This ensures that children are very well prepared for the next stage of their learning. Grade 2 Good Good provision is effective in delivering provision that meets the needs of all children well. This ensures children are ready for the next stage of their learning. Grade 3 Satisfactory Satisfactory provision is performing less well than expectations in one or more of the key areas. It requires improvement in order to be good. Grade 4 Inadequate Provision that is inadequate requires significant improvement and/or enforcement. The provision is failing to give children an acceptable standard of early years education and/or is not meeting the safeguarding and welfare requirements of the Early Years Foundation Stage. It will be inspected again within 12 months of the date of this inspection.

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Grade Judgement Description

Met The provision has no children on roll. The inspection judgement is that the provider continues to meet the requirements for registration. Not Met The provision has no children on roll. The inspection judgement is that the provider does not meet the requirements for registration.

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Inspection

This inspection was carried out by Ofsted 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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Setting details

Unique reference number EY431098 Local authority Ealing Inspection number 800772 Type of provision Out of school provision Registration category Childcare - Non-Domestic Age range of children 3 - 8 Total number of places 24 Number of children on roll 17 Name of provider Christina Antoniou Date of previous inspection Not applicable Telephone number 02085668738

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Setting details

set out in the guidance ‘raising concerns and making complaints about Ofsted', which is available from Ofsted’s website: www.ofsted.gov.uk. If you would like Ofsted to send you a copy of the guidance, please telephone 0300 123 4234, or email enquiries@ofsted.gov.uk.

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Type of provision

For the purposes of this inspection the following definitions apply:

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Type of provision

Full-time provision is that which operates for more than three hours. These are usually known as nurseries, nursery schools and pre-schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the higher fee for registration.

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Type of provision

Sessional provision operates for more than two hours but does not exceed three hours in any one day. These are usually known as pre-schools, kindergartens or nursery schools and must deliver the Early Years Foundation Stage. They are registered on the Early Years Register and pay the lower fee for registration.

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Type of provision

Childminders care for one or more children where individual children attend for a period of more than two hours in any one day. They operate from domestic premises that are usually their own home. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage.

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Type of provision

Out of school provision may be sessional or full-time provision and is delivered before or after school and/or in the summer holidays. They are registered on the Early Years Register and must deliver the Early Years Foundation Stage. Where children receive their Early Years Foundation Stage in school these providers do not have to deliver the learning and development requirements in full but should complement the experiences children receive in school. achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory Support Service (Cafcass), schools, colleges, initial teacher training, work-based learning and skills training, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for looked after children,

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Type of provision

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Type of provision

T: 0300 123 4234 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.ofsted.gov.uk

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