Kids Company Out Of School Club

Kids Company Out Of School Club

Unique reference number (URN): EY443915 Address: Runwell CP School, Canewdon Gardens, WICKFORD, Essex, SS11 7BJ Type: Childcare on non-domestic premises Registered with Ofsted: 28/02/2012 Registers: EYR, CCR, VCR Registered person: Brooks, Sharon Louise

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Children form warm and positive relationships with all staff, who set clear and consistent expectations for behaviour. Children respond well, behaving extremely positively and demonstrating a strong understanding of boundaries. For example, they wash their hands promptly on arrival, reinforcing the setting's hygiene routines.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff and leaders act as excellent role models. They gently guide children to be respectful, share resources and take turns. Children collaborate effectively with their peers. For instance, they work closely with friends to complete a large puzzle, discussing their ideas and problem-solving together. These interactions help strengthen children's social skills and build meaningful relationships.

p.2

Behaviour, attitudes and establishing routines Strong standard

Leaders have robust systems in place to record and monitor attendance. They work closely with the school to ensure children develop a clear understanding of punctuality and the importance of effective communication.

p.2

Children's welfare and wellbeing Strong standard

Staff and leaders create a welcoming and stimulating environment, where children feel safe, valued and confident. They establish clear routines that children follow with ease. Children enjoy exploring both indoor and outdoor spaces, making independent choices about the activities they wish to engage in. For example, when using the school playground they take part in group games, such as football, and use the available apparatus safely. These experiences support the development of children's gross motor skills, balance, coordination and social interaction.

p.2

Children's welfare and wellbeing Strong standard

Children form strong and positive relationships with all staff, who gently guide them in managing and expressing their feelings. Staff are attentive to children's emotional needs and provide calm, quiet spaces when needed. As a result, children develop emotional understanding, self-regulation and resilience. Staff and leaders also promote healthy eating and active lifestyles. Children respond well to this guidance and confidently make their own healthy choices at mealtimes.

p.2

Inclusion Expected standard

Staff and leaders have high expectations of all children. They work closely with families and other professionals to gain suitable understanding of each child's emerging needs. Staff and leaders demonstrate the appropriate skills and knowledge to support children, who may face barriers to learning, and they undertake relevant training to keep their practice current. For example, they adapt their interactions and use creative strategies to support children with special educational needs and/or disabilities (SEND). As a result, children feel included and are able to participate positively in all activities on offer.

p.2

Inclusion Expected standard

Staff and leaders collaborate effectively with families and other professionals. They follow established strategies to support children with SEND and contribute meaningfully to shaping each child's support plan, ensuring that children are provided with consistent guidance and enriching experiences.

p.3

Leadership and governance Expected standard

Leaders are reflective and demonstrate a fine understanding of the setting's context, strengths and areas for development. They are ambitious for all children and take purposeful action to secure high-quality care and education. As they continue to evaluate the provision with insight and precision, leaders should now use this detailed analysis even more deliberately to drive and sustain ongoing improvement.

p.3

Leadership and governance Expected standard

Leaders offer relevant and meaningful professional development opportunities for all staff. They engage in regular training to keep their knowledge current, which informs and strengthens their practice. Leaders also prioritise staff wellbeing and foster a positive culture of high expectations in which everyone feels valued, supported and appreciated.

p.3

Leadership and governance Expected standard

Leaders build effective, collaborative relationships with parents and other professionals. Parents feel confident that their children are safe, well cared for and enjoy their time at the setting. Partnerships with external professionals are purposeful and well maintained. As a result, children, including those with special educational needs and/or disabilities or who face additional challenges, benefit from coherent and continuous support across the setting.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.3

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.3

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children are very happy in this setting. They arrive with enthusiasm and quickly become absorbed in activities that support their independence and inquisitive nature. Although younger children are accompanied by school staff, the setting's team communicates effectively with them to gather essential information about each child's day and wellbeing. This ensures continuity of care and learning.

p.4

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

Staff and leaders provide dynamic and stimulating experiences. They demonstrate warmth and thoughtfulness, responding promptly to address and remove any barriers to children's wellbeing. Staff and leaders carefully consider children's interests and developmental needs when planning inspiring activities. Children are encouraged to confidently express their views and preferences about what they would like to do, while still engaging in planned themes and topics.

p.4

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

Children consistently demonstrate high levels of happiness, energy and enthusiasm. Their behaviour is excellent. They show respect and consideration for both their peers and adults. Newer and younger children receive sensitive guidance from warm, nurturing staff with whom they develop positive relationships. Leaders have effective systems in place to monitor children's attendance to ensure they do not miss out on valuable experiences.

p.4

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

Children feel safe and secure within this environment. They quickly build positive, respectful relationships with peers and adults. For example, during games, children collaborate well, laughing and engaging enthusiastically with one another. They confidently follow rules and work together to solve problems. As a result, children feel valued, included and emotionally supported, which contributes positively to their developing resilience.

p.4

Address:

Runwell CP School Canewdon Gardens WICKFORD Essex SS11 7BJ

p.5

Address:

Type: Childcare on non-domestic premises

p.5

Address:

Registered person: Brooks, Sharon Louise

p.5

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 18:15,Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50

p.5

Next steps

Leaders should use their detailed and perceptive analysis of the setting's strengths and areas for improvement to drive and maintain continuous development.

p.5

About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

p.5

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.

p.5

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.6

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.

p.6

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.6

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.6

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.7