Kids Kabin Norton Free

Kids Kabin Norton Free

Unique reference number (URN): 2751700 Address: Norton Free Primary School, Matthews Lane, SHEFFIELD, S8 8JS Type: Childcare on non-domestic premises Registered with Ofsted: 07/09/2023 Registers: EYR, CCR, VCR Registered person: Kids Kabin 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 Expected standard

Leaders and staff have high expectations for children's behaviour and attitudes during their time in the club. Staff are positive role models and establish strong relationships with all children in their care. Staff build clear routines from the time children join them to help them feel confident and secure. For example, children know where to place their coats and bags as they arrive and to settle promptly on their chosen activity.

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Behaviour, attitudes and establishing routines Expected standard

Staff establish effective links with the school the children attend to reflect their policies and expectations for behaviour. As a result, children are well behaved and show care for others. For example, they listen carefully to adults and other children in their group activities and speak courteously. However, staff do not take all opportunities to support the highest standards of self-awareness and personal attitudes. For instance, they do not consistently encourage children to tidy away and leave activities ready for the next children. There are clear procedures to support children's attendance and ensure that they are safely collected from their classroom ready to engage in the club's activities. Parents understand the importance of informing the staff if their child will not be attending when they are normally expected.

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Children's welfare and wellbeing Expected standard

Staff establish a caring and positive ethos throughout the club. Key persons develop good relationships with children and their parents. Children, including those who may be vulnerable, are confident and happy as a result. Staff support and promote all aspects of children's welfare and wellbeing overall. For example, they encourage children's physical wellbeing through regular ball and skipping games in the hall and outdoor areas. They give the children opportunities to create their own physical games and activities.

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Children's welfare and wellbeing Expected standard

Staff provide nutritious and balanced food that children can enjoy during the sessions. However, they do not consistently support children in managing their own health and wellbeing to the highest standards. For example, children are not often involved in planning or preparing their snacks, and daily routines do not consistently reinforce the most hygienic ways for children to wash their hands. For instance, children use a hand sanitiser before eating instead of soap and water. Staff contribute well to children's emotional development overall. They work closely with school staff to help children who find it hard to mix with others and express their feelings. They encourage them to take turns in board games, for instance, and to follow their interests in creative and other activities.

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Inclusion Expected standard

Leaders and staff create a friendly and inclusive culture within the club. Staff generally know the children's individual needs and interests well. They build positive bonds with children and their families. Children are allocated a key worker who helps them to settle into the club and monitors their successful induction and experience. Parents share children's likes and dislikes and their needs or concerns. As a result, children of all ages play and relax in a harmonious and friendly environment.

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Inclusion Expected standard

Staff identify children who may be vulnerable and need further support to fully benefit from all the club offers. They work with school staff to develop strategies to support children's emotional and personal development. For example, they help to build the communication skills of children showing delayed speech, supporting them to engage in conversations in role play and creative activities. However, leaders do not support staff to consistently undertake professional development opportunities to build their own skills to support these children further.

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Leadership and governance Expected standard

Leaders have created a generally well-organised and friendly club. They have established useful links with the school the club serves, to support all children, including those who may be vulnerable, to settle in confidently and enjoy their time here. Leaders ensure that staff recruitment and probation procedures are robust and all staff receive a comprehensive level of training. For example, all staff are qualified paediatric first aiders, contributing to the safe and secure environment.

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Leadership and governance Expected standard

Leaders have high expectations overall, and staff are proud to work in the club. Staff morale is high. Leaders are reflective and gather the views of parents, children and staff to evaluate the effectiveness of the club and support staff and children's welfare and wellbeing. They make positive use of shared experiences of other out-of-school settings run by the leadership, to further enrich provision. However, systems for evaluating staff performance are not consistently rigorous enough to identify sharply focused professional development opportunities, to enhance practice to the highest levels.

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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 are keen and engaged throughout their time in this friendly club. They feel safe and secure through staff's clear and consistent expectations and the established daily routines. For example, they learn to choose from the wide range of games and creative activities ready and waiting for them. Staff build positive bonds with children through the established key-person roles and ensure that activities generally match children's interests and enthusiasms. For example, staff encourage children to try various creative techniques, such as paper and wool collages or smudged chalk winter pictures.

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

Staff develop positive relationships with children from the start. They gather useful information from parents to enable them to support children's personal and emotional

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Inspector:

Andrew Clark wellbeing. Children become confident and learn to make decisions and express their needs and views overall. They enjoy playing with other children of all ages who attend the club. Staff are vigilant and support children to play safely and behave well. For example, children are polite and patient as they take turns in group activities or when enjoying their nutritious and tasty snacks. Children enjoy the opportunities to be independently physically active. For instance, they create their own games with a bat and balls or try simple gymnastics movements in the spacious school hall.

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Next steps

Leaders should sharpen systems to monitor and support staff to develop their professional skills through precisely focused training and guidance. Leaders should strengthen strategies and routines to further enrich children's awareness of healthy lifestyles, personal hygiene and self-awareness.

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About this inspection

The inspector spoke with the manager, the nominated individual, staff and the host school reception class teacher 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:

Norton Free Primary School Matthews Lane SHEFFIELD S8 8JS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kids Kabin Partnership

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Address:

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

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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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