Everton Kids Club Ltd

Everton Kids Club Ltd

Unique reference number (URN): EY552370 Address: Our Lady Immaculate Catholic Primary School, Northumberland Terrace, LIVERPOOL, L5 3QF Type: Childcare on non-domestic premises Registered with Ofsted: 14/09/2017 Registers: EYR, CCR, VCR Registered person: Dingle Kids Club Ltd

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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 support children's positive behaviour through well-established routines and by promoting high expectations. From the moment they arrive, children recognise what happens next and settle without delay. This supports a happy and calm start to the session. Staff use clear explanations to guide children's choices. They build trusting relationships and encourage children to listen to one another, take turns and share resources fairly. For example, during group activities, children check the rules, wait patiently for their turn and celebrate each other's successes. This helps children to manage their emotions and promotes a strong sense of fairness.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well and show consistently positive attitudes. Older children demonstrate high levels of maturity, empathy and cooperation. This creates a harmonious and welcoming environment in which all children feel respected, listened to and valued. Children demonstrate excellent social skills and confidently share their ideas during discussions and group activities. They consistently demonstrate polite manners without needing reminders. Children show high levels of care and consideration for their peers.

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Behaviour, attitudes and establishing routines Strong standard

The club promotes punctuality and attendance effectively. Clear collection procedures and daily communication with parents and carers and the host school help to ensure that children settle quickly. Children respond well to staff's consistent approach. As a result, children maintain positive respectful relationships.

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Inclusion Strong standard

Children benefit from a highly inclusive and supportive environment. Staff know children and families very well and respond proactively to their individual needs. Personalised plans include adaptations to remove barriers to children's participation. This ensures that children with special educational needs and/or disabilities or from disadvantaged backgrounds are able to access a wealth of activities and opportunities. For example, managers and staff work individually with families and other professionals to meet pupils' needs. This networking with others has a positive impact, especially for children who may need extra reassurance at times of transition. The graduated approach is understood and valued by experienced staff who provide support for all children, including using visual resources for

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Expected standard

those who speak English as an additional language. Consequently, there is an inclusive ethos, and children settle quickly.

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Expected standard

Staff demonstrate a strong commitment to inclusion and identify children's individual needs quickly. They observe children closely and adjust their approach for children who benefit from added time or alternative methods of support. Leaders review children's needs regularly. This skilled practice helps children to feel understood and able to participate fully.

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Expected standard

Communication with parents and carers and school staff is highly effective. Parents and carers report that the club values their individual circumstances, such as keeping both households informed when care is shared between parents. Consequently, children develop their social confidence in an environment where their individuality is recognised and respected.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's welfare and wellbeing throughout the setting. Children feel safe, cared for and secure in the club. Trusting relationships with staff help children to settle quickly. Children know that staff will listen and respond to their needs. Staff have a secure understanding of children's individual needs and adapt routines to support children's comfort and independence. For example, they provide staggered settling-in periods for younger children to help them to feel secure and enable families to receive tailored support. Older children support younger children and help to promote a sense of belonging.

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Children's welfare and wellbeing Expected standard

Children know who to turn to for reassurance, and key persons understand individual children's needs, preferences and individual eating routines. Children learn to recognise how they are feeling through discussions and group activities. They are encouraged to share their ideas with the nurturing staff, who respond with guidance and strategies to help them to support their emotions. This ensures that children with special educational needs and/or disabilities, or other additional requirements, participate fully and develop independence.

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Children's welfare and wellbeing Expected standard

Children demonstrate positive attitudes towards healthy lifestyles. Staff encourage children to take responsibility for their own care and wellbeing, including how to stay safe online. Staff communicate effectively with the host school to promote familiar rules and boundaries for children. Overall, children enjoy attending, build positive relationships and experience care that supports their wellbeing and growing independence.

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Leadership and governance Expected standard

Leaders are effective in ensuring the smooth running of the club and in promoting children's welfare, behaviour and independence. Leaders' oversight of day-to-day practice ensures that key policies and procedures provide a secure and well-organised environment for children. Leaders prioritise key-person arrangements. This supports children's smooth transitions from school and from home to the club. Leaders actively engage and have secure partnerships with families, the host school and the local authority. This ensures that they are always striving for the best possible outcomes for all children.

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Leadership and governance Expected standard

Leaders evaluate the provision regularly to shape priorities. They use feedback to refine routines and identify areas that would benefit from further improvement. Furthermore, leaders consider how well the club meets the needs of different age groups. They make changes when needed so activities remain accessible for all children. This reflective approach ensures that the club continues to meet children's needs.

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Leadership and governance Expected standard

Leaders support staff's wellbeing through open communication and regular check-ins. Staff's wellbeing is a high priority for leaders. Staff receive suitable training, and leaders ensure that all mandatory areas are covered. However, leaders are yet to ensure that individual professional development is precisely matched to staff's needs so that the quality of practice can be strengthened further. That being said, staff feel well supported and valued.

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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 to a happy, organised and welcoming environment. Staff greet children warmly and check how they are feeling after the school day. The handover from school is smooth and well supervised, helping children to arrive confidently. Clear routines mean that children know what to do as soon as they enter. Familiar routines help children to settle quickly and feel secure. Staff model positive and respectful communication. Children behave extremely well.

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

Children enjoy attending the club and say they feel safe and well cared for. Trusting relationships with staff help children to settle quickly after school. Older children are positive role models and enjoy taking on the role of a 'buddy' for younger children. This builds a culture of kindness, empathy and respect. Additionally, this helps younger children and children with special educational needs and/or disabilities to feel included, and supports their confidence and social development. Children demonstrate a secure understanding of how to risk assess their play and keep themselves safe online. Staff talk to children about diversity and respecting other cultures. These experiences deepen children's sense of belonging and strengthen their understanding of the world.

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

Parents and carers and staff help children to form positive friendships and develop a keen sense of belonging. Highly positive relationships with the host school and parents provide continuity for children. This supports children to feel relaxed and safe in the club. Parents value the staff and all the work they do to provide daily conversations, online updates and phone calls to help to ensure that information is shared clearly. This approach contributes to a settled and harmonious environment. Children make purposeful choices about how they spend their time at the club. They move between activities confidently, choosing whether to stay indoors or play outdoors in the expansive area. Children thrive at this out-of-school club.

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Address:

Our Lady Immaculate Catholic Primary School Northumberland Terrace LIVERPOOL L5 3QF

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Address:

Type: Childcare on non-domestic premises

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Address:

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

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Next steps

Leaders should consider ways to target professional development more precisely to staff's needs so it strengthens their practice further.

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About this inspection

The inspector spoke with the nominated individual, out-of-school club manager, designated safeguarding lead, staff, parents and carers 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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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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