Dane Bank Kids Club

Dane Bank Kids Club

Unique reference number (URN): EY410658 Address: Dane Bank Primary School, Thornley Lane South, STOCKPORT, Cheshire, SK5 6QG Type: Childcare on non-domestic premises Registered with Ofsted: 13/09/2010 Registers: EYR, CCR, VCR Registered person: Dane Bank Kids Club 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 Strong standard

Leaders and staff create a calm and positive environment. Children explore the setting safely. Staff set high expectations for behaviour. These are clear, consistent and well understood by children. Staff know children extremely well. They use this knowledge to adapt their approach and meet individual needs. Expectations reflect children's age and stage of development. As a result, children show respect, cooperate well and manage their behaviour effectively.

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Behaviour, attitudes and establishing routines Strong standard

Children follow daily routines confidently. They know to tidy one activity before choosing another. Staff value children's views and listen carefully to them. Children make choices and lead their own play. Staff use effective strategies to gain attention and reinforce expectations. For instance, visual prompts, such as 'now and next' boards and picture cues, support younger children and those with special educational needs and/or disabilities. As a result of these effective strategies, children follow routines independently.

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Behaviour, attitudes and establishing routines Strong standard

Staff work closely with families. They promote consistency and the importance of regular routines. Staff provide targeted support where needed. They adapt their practice to meet children's individual needs. As a result, children feel safe, included and fully engaged in the setting.

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Children's welfare and wellbeing Strong standard

Children's wellbeing is a high priority. Children show high levels of care, respect and kindness towards one another. Staff create a calm, nurturing environment. The key-person system is effective. It helps children form secure and trusting relationships. Children support their peers when they are upset. For example, when children arrive upset, they invite each other to play. This helps children feel safe and emotionally secure.

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Children's welfare and wellbeing Strong standard

Staff work closely with families to support smooth transitions into the setting. They work effectively with the host school. This ensures the environment is safe, accessible and welcoming. Staff understand children's individual needs well. They support children to manage their feelings and behaviour. Calming spaces and regular outdoor play help children to regulate their emotions. Children develop positive social skills. Staff provide well-planned opportunities for children to play and learn together. They share stories with children and know when to step back. This allows children to lead their own play. Children enjoy books and confidently share stories with their friends. These approaches help all children feel valued and included.

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Inclusion Strong standard

Leaders and staff create an inclusive environment. Children feel valued and supported. Staff recognise and celebrate children's individual starting points. They welcome children and promote a strong sense of belonging. Leaders work closely with the host school to ensure a smooth transition and a shared approach to inclusion. As a result, children feel secure and well supported.

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Inclusion Strong standard

Staff respond promptly to children's individual needs. They work effectively with parents, the host school and external professionals. This supports all children, including those with special educational needs and/or disabilities. Leaders deploy resources well. For example, they employ additional staff to provide targeted one-to-one support.

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Inclusion Strong standard

Children learn about diversity in meaningful ways. Staff plan a wide range of experiences that promote respect and tolerance. Children take part in celebrations such as Eid and Diwali. Families contribute by sharing their traditions. This helps children develop a wider understanding of the world.

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Inclusion Strong standard

Staff access regular training. This strengthens their understanding of children's behaviour and emotional needs. They use practical strategies to support self-regulation. Calm spaces, including the sensory shed, help children manage their emotions. Children feel safe, confident and ready to thrive.

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Leadership and governance Strong standard

Inspirational leaders ensure staff consistently model high expectations. Leaders and staff show strong commitment to providing a wide range of enriching experiences at the setting. Leaders are reflective and demonstrate highly effective leadership. They are strongly focused on continuous improvement. Leaders actively seek opportunities to develop staff knowledge and skills further. This helps to improve the overall outcomes for children.

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Leadership and governance Strong standard

Staff feel valued and well supported. This nurturing approach creates a confident, skilled and motivated team. Staff work closely with children and families to ensure appropriate support is in place. This enables children to build confidence and feel secure. Leaders ensure staff are well equipped to manage behaviour effectively. This supports a calm, positive and consistent environment. Strong partnership working with the school ensures shared expectations. This strengthens routines, behaviour and the overall ethos of the provision.

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Leadership and governance Strong standard

Leaders build effective partnerships with the host school and other settings children attend. They share relevant information to ensure continuity of care. Parents are kept well informed about their children's experiences and progress. Parents speak positively about the care provided. They value the rich opportunities offered, which help children to settle quickly and feel confident.

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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 thrive in this structured and nurturing setting. All children feel seen, supported and included. They enjoy their time at the setting and develop the skills and confidence they need to succeed. Children arrive happy and eager to attend. Laughter and positive interactions fill the environment. Children feel welcomed, valued and confident from the moment they arrive. They settle quickly into play with their friends. Staff greet children warmly and know them well. Older children support younger children to explore freely. The 'Big Buddy, Little Buddy' approach helps children feel confident and secure. It promotes positive relationships and a strong sense of community.

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

Staff provide a wide range of activities that reflect children's interests. These include creative play, such as painting and play dough. Children confidently share their own ideas. They make choices and lead their own play. This helps them develop independence as they direct their own play. Children understand routines and expectations. For example, they know to clear away toys when they have finished, before they move on to something else. Staff encourage curiosity and exploration, allowing children to develop a sense of belonging.

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

Tailored support meets the needs of all children, including those with special educational needs and/or disabilities. Staff help children manage their feelings and behaviour. Calm spaces, outdoor play and clear strategies support emotional regulation. Children develop resilience and confidence.

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

A close partnership with the host school strengthens continuity of care. Staff support smooth transitions between school and the club. Parents and external professionals work closely with staff. This ensures children receive the right support. Staff model high expectations and reinforce the school's values. They celebrate children's achievements and successes. As a result, all children behave well.

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Next steps

Leaders and those responsible for governance 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 disadvantaged children, those 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, staff, parents 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:

Dane Bank Primary School Thornley Lane South STOCKPORT Cheshire SK5 6QG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Dane Bank Kids Club Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:55,Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 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 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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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