Futurestars Childcare

Futurestars Childcare

Unique reference number (URN): EY536684 Address: School Lodge, College Gardens, Ilford, IG4 5HW Type: Childcare on non-domestic premises Registered with Ofsted: 11/10/2016 Registers: EYR, CCR, VCR Registered person: Future Stars Childcare 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 Expected standard

Staff are positive role models and have high expectations for children's punctuality, attendance and behaviour. Staff provide clear and consistent boundaries appropriate to the age and stage of development of the children. Staff promote positive behaviour and provide children with praise and encouragement, and celebrate their achievements. Children understand the rules and boundaries of the setting and respond well to these.

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Behaviour, attitudes and establishing routines Expected standard

Staff know children extremely well. They actively join in with children's play and make the sessions fun. Staff are attentive to children's interests and individual needs. Consequently, children form strong bonds with staff and each other. Children show kindness to one another and work cooperatively together, both at play and when it is time to tidy up. Staff support children in becoming independent and making choices. Children's voices are well represented within the club. Staff plan a broad range of activities they know children will enjoy and eagerly join children during these activities, celebrating their achievements.

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Children's welfare and wellbeing Expected standard

Children feel safe, cared for and secure in the club. Warm, trusting relationships with staff help them to settle quickly, and children know that adults will listen and respond to their needs. Older children support younger children and help to promote a sense of belonging. The key-person arrangements are effective. Children know who to turn to for reassurance, and staff understand individual children's needs, preferences and routines. This supports smooth transitions from school to the club and promotes children's confidence and emotional security.

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Children's welfare and wellbeing Expected standard

Staff demonstrate clear knowledge of children's individual needs. This ensures that children with special educational needs and/or disabilities participate fully and safely. Children are encouraged to take responsibility for their own care and wellbeing. For example, they wash their hands before snack and eagerly wash their plates when finished. Children demonstrate positive attitudes towards healthy lifestyles and respond well to staff's constant praise and encouragement. Children enjoy attending, build positive relationships and experience care that supports their wellbeing and growing independence.

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Inclusion Expected standard

Leaders have developed an inclusive culture across the setting where all children and their families are valued and included. Staff take time to get to know each child to help them understand how to meet their individual needs. They find out about children's interests and needs as part of the settling-in process. The youngest children have a designated key person, who develops positive relationships with the children and their parents to help them support children's individual needs.

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Inclusion Expected standard

Staff are proactive in identifying where children may benefit from additional support and offer one-to-one support for those children who need it. Staff are competent at supporting the needs of all children and reducing any barriers to their learning and development. For example, making small adjustments to activities and adapting how they communicate with children, so that all children are able to fully participate. Leaders work closely with the host school to ensure all children's needs are met. Therefore, children with special educational needs and/or disabilities receive appropriate levels of support. Staff work in partnership with parents to ensure that all children's individual and unique needs are fully provided for.

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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 complementing their learning. However, leaders have not fully embedded monitoring of day-to-day practice to ensure the setting's procedures are implemented consistently. Leaders prioritise useful and valuable training for staff and professional development opportunities.

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Leadership and governance Expected standard

Staff wellbeing is a high priority for leaders. They support staff through regular supervision and effective monitoring of workloads. Staff are valued as contributors to the club. Leaders value ideas and suggestions from staff and use these to shape and adapt what is on offer. Key-person arrangements are prioritised, supporting smooth transitions from school and from home to the club. Leaders actively engage and have strong 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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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 excited as they arrive and share close relationships with their peers and staff. This helps them to feel secure. Children are eager to see their friends and discuss their day at school. Staff provide a range of activities and experiences that include children's interests. Children in this setting display feelings of connection and belonging. Staff pay close attention to children's thoughts and ideas. This helps to develop children's confidence and self-esteem.

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

Communication with the school relating to individual targets for children with special educational needs and/or disabilities are sought by staff, which means staff meet children's needs well. All children enjoy their time at the setting, playing with their friends with the support of staff to help them.

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

Staff promote children's health and hygiene well. Children understand the benefits of washing their hands before eating. They enjoy a range of nutritious, light snacks, including fresh fruit and vegetables. Children enjoy opportunities to be physically active, organising their own team games with their peers. Older children support younger children as they work together to build train tracks or create different hairstyles on dolls. A strong key-person system helps the youngest children to settle, build friendships and understand the routines of the club, therefore supporting them to become independent and confident.

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

Children behave extremely well. They understand the club's expectations and respond positively to gentle reminders from staff. Children cooperate maturely, share resources and include others thoughtfully. They talk confidently about their activities and show pride in their creative work. Children benefit from a broad range of enjoyable activities that reflect their interests and help them to develop skills, such as early writing, fine motor control and

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Address:

School Lodge College Gardens Ilford IG4 5HW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Future Stars Childcare Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 03:20 - 18:15 problem-solving. Staff praise children frequently, which supports their motivation and confidence.

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Next steps

Leaders should strengthen monitoring and evaluation of daily practice to further target clear and ambitious priorities for improvement that focus on better experiences for children.

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About this inspection

The inspector spoke with leaders, practitioners, and parents 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 Local authority: Redbridge

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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. 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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