Little Monkeyz

Little Monkeyz

Unique reference number (URN): 2764827 Address: West Heath Primary School, Rednal Road, Birmingham, B38 8HU Type: Childcare on non-domestic premises Registered with Ofsted: 02/01/2024 Registers: EYR, CCR, VCR Registered person: Little Monkeyz Limited

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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 Expected standard

Leaders and staff communicate consistently so that children develop a clear understanding of the club's expectations and rules. This helps them behave positively and play cooperatively. Leaders create and nurture a culture of respect throughout the setting, which supports children to build positive and secure relationships with staff. Children seek staff out as active and joyful play partners across activities. Staff use the club's golden rules and credit system to remind children about kindness and respect, and children explain these clearly to visitors.

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Behaviour, attitudes and establishing routines Expected standard

Children are well informed about the importance of good hygiene practices. Leaders and staff have established clear routines to promote this. For example, children are proactive in washing their hands before snack time and staff give younger children extra reminders and help where needed.

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Behaviour, attitudes and establishing routines Expected standard

Children treat others with kindness and compassion. Older children spend time with younger children, playing together and developing shared interests so that everyone feels involved. Parents and carers comment that staff nurture children's friendships across different year groups and that this also supports children's wellbeing in school and their enthusiasm for attending the club. Leaders communicate with children during the morning session, in particular, about the importance of leaving the club on time in order to arrive in their classroom promptly and are ready for the day.

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Children's welfare and well-being Expected standard

Leaders typically prioritise children's wellbeing. They build positive relationships that help children feel safe and that they belong. Leaders and staff get to know children well when they start and through conversations. Staff use what they learn about children's interests to plan activities that engage and focus children during their play, including regular opportunities for active games outdoors.

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Children's welfare and well-being Expected standard

Leaders recognise that snack time is not fully meeting children's needs and that children could be more involved in preparing and serving food. They are beginning to adjust this route so that children spend less time waiting and have more time to play and socialise. However, leaders have not fully considered how the food on offer could include healthier options so that children build their understanding of a balanced diet.

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Children's welfare and well-being Expected standard

Leaders and staff pay close attention to children's emotional well-being. They model calm, respectful interactions and talk about thoughts and feelings so that children can name their emotions. Staff work alongside children to extend their understanding of online safety. As children play electronic games, staff talk with them about appropriate content and how to keep themselves safe. Children show they can monitor their own screen time by using timers and taking turns.

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Inclusion Expected standard

Leaders have a sensitive approach to including children across the provision. Leaders find out about children's needs and interests when they start, for example, through conversations with parents, and build on this with day-to-day observations. Where children with special educational needs and/or disabilities need additional support to access activities and experiences, staff work in partnership with parents and carers. Leaders ensure that staff have access to relevant training to enable them to meet the health needs of children who attend. Leaders and staff work in a purposeful partnership with the school that children attend. They keep children's progress and the impact of support under review and adjust approaches where needed so that support is cohesive and consistent. This impacts positively on children's feelings of connection and belonging.

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Inclusion Expected standard

Parents are positive about the way that staff ensure that children feel included and involved in the club. They are particularly pleased with how well staff know their children and take their individual preferences and needs into account across both the before- and after-school clubs and during the longer days of the holiday club. Staff role model sensitive communication and a commitment to inclusion. This supports children to develop an awareness of the needs and experiences of others.

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Leadership and governance Expected standard

Leaders develop a clear vision and nurture a culture of reflection across the setting. They skilfully involve staff in planning and evaluating the service they offer to children. This cohesive approach supports leaders and staff in identifying how to build on the strengths of the setting. Honest reflection of routines, in particular, enables leaders and staff to work together on areas that need further development.

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Leadership and governance Expected standard

Staff report positively about the communication systems in place. They state that leaders actively seek their thoughts and opinions, which contributes to a positive feeling of teamwork and helps staff to feel well supported in their roles. Leaders support staff in accessing mandatory training, as well as professional development opportunities that extend their skills and knowledge across specific areas, such as children's health. Recent training has increased staff confidence in meeting children's specific medical needs.

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Leadership and governance Expected standard

Leaders and staff build positive relationships with parents and carers. They communicate effectively to ensure that all children feel included and valued in the setting. Leaders develop successful partnerships with the school, which promotes transparent information-sharing. This helps to ensure that children who face barriers to their learning or engagement are fully supported.

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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 in this setting display feelings of connection and belonging. They are pleased to see staff members, who welcome them warmly as they arrive in the setting. Children greet their friends with enthusiasm and chat about their day at school. Staff pay close attention to children's thoughts and ideas. This helps to develop children's confidence and self-esteem.

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Inspector:

Lisa Gadsby Staff sensitively take children's needs and fascinations into account. They use their knowledge of children to offer play opportunities that they most enjoy. Where children struggle to settle or to build connections with others easily, staff work in partnership with parents and carers to implement sensitive strategies to meet children's individual needs. This helps all children to thrive during their time in the setting.

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Inspector:

Children are keen to explain to visitors how they earn credits to be able to use the electronic games in the club. They actively seek opportunities to build their credits by displaying compassion and respect for others. Staff successfully role model this approach. This helps to create a harmonious and lively buzz across the setting. Children learn about some aspects of a healthy lifestyle. They spend time engaged in sports and physical play during every session. Staff identify the need to review snack time in the club as they recognise that children are capable of taking more responsibility for preparing and serving food. Leaders aim to reduce the amount of time that children spend waiting for their snack in order to extend time for playing and socialising.

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Next steps

Leaders should review the food provided to children and ensure that the choices on offer consistently promote healthy eating and helps children build a better understanding of healthy lifestyles.

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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 the sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the 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 foundation stage.

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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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Address:

West Heath Primary School Rednal Road Birmingham B38 8HU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Monkeyz Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:30,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 17:30

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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 standards 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 standards 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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