Helping Hands

Helping Hands

Unique reference number (URN): EY416153 Address: Pennyhill Primary School, Hollyhedge Road, WEST BROMWICH, West Midlands, B71 3BU Type: Childcare on non-domestic premises Registered with Ofsted: 05/08/2010 Registers: EYR, CCR, VCR Registered person: Samantha Kolar and Michelle Kirwan Partnership

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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

Staff have high expectations for children and reinforce positive behaviour in the club. They praise children consistently for behaving well and following the routine. Staff encourage children to take turns and share with each other. As a result, all children follow the routine consistently well and all have very positive attitudes towards each other and their environment. For example, children collaborate and build a tower together with large blocks. They praise each other as they build it higher. When it falls down, they work together to tidy the blocks back up.

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Behaviour, attitudes and establishing routines Strong standard

Children have very high levels of concentration during activities, and this allows all children to engage effectively in their play. For example, children make fruit kebabs together. They follow the instructions that staff give and add a variety of fruit to their skewers. Once they have finished, children proudly show each other what they have made before they try the different fruits on their skewers.

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Behaviour, attitudes and establishing routines Strong standard

Staff and children develop highly effective relationships and know each other well. Children are very confident in asking for help from staff and have an input in the daily routine. For example, children help to tidy up after they have eaten. They take their finished plates to staff and say 'thank you'. The club works closely with the school. It keeps an accurate log of those children who attend sessions.

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Children's welfare and wellbeing Expected standard

Parents and carers share how staff treat children as individuals and that the club celebrates how all children feel they belong to the club. This shows that staff know children well and build trusted relationships. Children demonstrate they feel confident in approaching staff and talk about how they are feeling.

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Children's welfare and wellbeing Expected standard

Staff promote a healthy diet and encourage children to try a variety of different foods. For example, children have different healthy options they can choose from at snack time. Children choose fruit and toast and sit down together. Once finished, they say that their food was 'delicious' to staff members.

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Children's welfare and wellbeing Expected standard

Children have opportunities to exercise in the outdoor area. They show enjoyment as they interact with each other and take turns. For example, children throw and kick footballs to each other. Staff also encourage children to be safe when using scooters. They talk to children about the importance of wearing a helmet as they independently use the equipment.

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Children's welfare and wellbeing Expected standard

Staff talk to children about how their day at school has been. They talk to each other about how their day has made them feel, with children sharing they feel tired. This supports children to talk about their emotions and express themselves.

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Inclusion Expected standard

Staff are able to share what they would do if they had children with special educational needs and/or disabilities on roll in the club. They explain how they would work with the school to support their transition between the club and school. Staff identify different techniques they would use to ensure that they meet all children's needs in the club.

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Inclusion Expected standard

Leaders support staff in receiving training that ensures their knowledge is up to date, supporting staff in building their confidence on a variety of different topics. This helps staff to meet children's needs and ensures that they are happy and settled while attending the club.

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Inclusion Expected standard

Staff know the children who attend the club well. They work with parents and carers to support children's needs and ensure that the opportunities they receive reflect their level of development and interests. For example, children are encouraged to have a go at riding scooters when outside. Staff encourage children to have a go themselves and independently use the scooters. This promotes children's independence and reflects staff's understanding of children's level of development.

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Inclusion Expected standard

The club works closely with the local school and other agencies to meet the needs of all children, including those who are disadvantaged. They then use their knowledge of these children to ensure that they are able to fully engage in all opportunities provided.

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Leadership and governance Expected standard

Leaders are able to identify the strengths of the club and celebrate how it meets the needs of all children who attend. Leaders support high standards in the club and support staff with their professional development to continually grow and develop their skills. As a result, staff share that they feel valued and supported by leaders.

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Leadership and governance Expected standard

Staff work with parents and carers to ensure that children feel settled and happy in the club. Parents' feedback is used as part of a reflection process that supports the club to continually develop. This means that parents' views are reflected in the daily running of the club and support improvements made by leaders. Staff interact with children throughout the day. They provide a variety of activities based on the interests and needs of children. However, some staff do not interact with children as purposefully as others. This means that not all activities have the desired impact leaders aim for, with some activities providing more opportunities for communication between children and staff than others.

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Leadership and governance Expected standard

Children are provided with a range of experiences indoors and outdoors. Leaders work with staff to ensure that they have the correct understanding, resources and environment to support the needs of all children who attend.

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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 arrive happy and settle quickly into the club. They are greeted by friendly and welcoming staff that encourage children to follow their interests and engage with activities that are provided. All staff ensure that the club is safe for children as they arrive. They ask how their day has been, showing how they ensure that children are happy as they enter. Staff provide a variety of activities for all children, using their interests and levels of development to make sure that they reflect the needs of children who attend. This means that all children concentrate highly on the activities provided.

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

Children behave extremely well. Staff take the time to explain what they expect of them, and this sets clear expectations for all children. They have a clear understanding of the routine that has been embedded in the club and are able to follow this with ease. For example, children automatically approach the snack table and independently choose what they would like.

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

Children find out about the world around them and have discussions with staff that support their understanding and build on their knowledge. For example, during focused activities, children ask staff about trees. They continue by talking about deforestation and what this means. This builds on what children already know and extends their thinking.

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

Staff encourage children to be independent throughout the day. For example, children are able to put their own helmets on before they use scooters when playing outside. Staff talk to children about why they need to use them, supporting their understanding of rules and routines. Staff develop a good understanding of the children in their care. Before children attend, staff collect important information from parents and carers and the school they are connected to. This helps them to understand each child's needs, interests and developmental stage.

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Next steps

Leaders should support staff to build their skills to ensure that there are quality interactions taking place between all staff and children to support children's play further.

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Address:

Pennyhill Primary School Hollyhedge Road WEST BROMWICH West Midlands B71 3BU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Samantha Kolar and Michelle Kirwan Partnership

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 18:00

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About this inspection

The inspector spoke with leaders and staff 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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About this inspection

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

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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

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

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