Kickstart Childcare (Bradshaw Hall)

Kickstart Childcare (Bradshaw Hall)

Unique reference number (URN): 2744256 Address: Bradshaw Hall Primary School, Vernon Close, Cheadle Hulme, Cheadle, SK8 6AN Type: Childcare on non-domestic premises Registered with Ofsted: 01/08/2023 Registers: EYR, CCR, VCR Registered person: Families 1st 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

Staff place strong emphasis on children's behaviour. Well-established routines and clear expectations help children to settle and engage swiftly. Staff understand how to manage behaviour very well. They conduct meaningful conversations with children to help them to understand what is expected of them. Children understand boundaries, know right from wrong, and their behaviour is impressively mature.

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Behaviour, attitudes and establishing routines Strong standard

Staff praise and encourage children, which empowers them to have a go. Children overcome obstacles in their play because of their 'can-do' attitude. For instance, staff enthusiastically encourage children who are playing on large climbing equipment. Peers clap and applaud each other when playing table football, demonstrating excellent cooperation. Coupled with praise, other systems are used to celebrate children's achievements and build their excellent positive self-esteem. For instance 'star of the week' awards and certificates are given to reinforce kindness, respect and cooperation.

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Behaviour, attitudes and establishing routines Strong standard

Staff foster highly respectful relationships with children. A 'pupil council' represents the collective voice for all children who attend. They regularly meet with staff to share their views and opinions. Staff incorporate these comments and preferences into the systems, procedures and activities offered. This highly democratic approach helps children to feel valued and enables staff to provide a service that truly meets the needs of everyone.

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Behaviour, attitudes and establishing routines Strong standard

Leaders, staff and teachers from the host school all work together to promote attendance. Information about attendance is noted in the weekly newsletter to remind parents about how to notify staff in advance of any changes to booked sessions. Staff check up on the whereabouts of children who are unexpectedly absent to ensure their wellbeing.

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Inclusion Strong standard

Children who attend this setting are from diverse backgrounds. This mixed demographic is very well understood by leaders and staff, who take great pride in offering a truly tailored approach to every child's unique needs. For example, leaders consider offering financial support, if needed, to promote accessibility, equality and inclusion.

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Inclusion Strong standard

The setting fosters an exceptionally inclusive environment, where children known to social care and those with special educational needs and/or disabilities (SEND) are valued, supported and empowered to thrive. Staff believe that all children are equal and make adaptations and changes to activities, routines and equipment to enable everyone to fully participate.

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Inclusion Strong standard

Staff work closely with school teachers and parents alike to ensure that they are fully informed about children's individual needs. This enables them to complement and reinforce what children experience at school and home. Staff's robust and deep awareness of children's needs facilitates excellent inclusive practice.

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Expected standard

All staff benefit from an extensive training programme, including specific training on managing behavioural challenges and meeting the needs of children with SEND. Staff are expertly informed and their professional support is first-rate.

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Leadership and governance Strong standard

The leadership team is relentless in its pursuit for excellence. Since opening the club 2 years ago, leaders have worked tirelessly and with pace and purpose to establish an extremely successful service. This is an exceptionally popular and busy club, largely because of the high-quality standards staff and leaders consistently deliver. This provision is an asset to the sector, offering all children and families exemplary wraparound care.

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Leadership and governance Strong standard

Leaders and staff continually update and refresh their rigorous self-evaluation and reflection form. This is a working document that is revisited routinely. Leaders diligently identify and act on priorities to improve, making impressively rapid progress. The attitude and systems in place for reflection are remarkable, impacting positively on the first-rate service offered. While the organisation of some transition times does not fully promote children's emotional wellbeing, this does not impact on the consistently high quality of leadership and governance across the setting.

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Leadership and governance Strong standard

Partnerships with families, the host school staff and wider professionals are simply excellent. Children make very smooth transitions from the club into school because of this close partnership working. Strong relationships with the local authority quality team have been established. Staff attend network meetings where they occasionally present information about their practice to other registered playworkers. This exemplifies the excellent reputation of this club and indicates their practice is worthy of dissemination to others.

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Leadership and governance Strong standard

Staff comment that they feel very valued and that leaders prioritise their wellbeing. Senior staff complete comprehensive monitoring, through observation of staff practice and more structured one-to-one supervision meetings. This regular support helps staff to thrive professionally. Continuous training, both online and face-to-face, helps to further build staff confidence and refine their expertise to benefit children in their care.

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Children's welfare and wellbeing Expected standard

The provisions available for breakfast and snack are nutritionally balanced to promote children's health. Fresh drinking water is always available for children, who often access this independently throughout the session. Children's personal needs are well met, enabling them to be refreshed and ready to play.

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Children's welfare and wellbeing Expected standard

Staff are kind, attentive and friendly. Children enjoy attending this club and are happy and content. They are often heard laughing and giggling together with their friends, illustrating their enjoyment in the setting. Some children, such as those with special educational needs and/or disabilities, are offered one-to-one support from skilled staff to enable them to fully access all activities. They are completely included and consequently flourish in their wellbeing and sense of self-worth.

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Children's welfare and wellbeing Expected standard

Children wash their hands prior to eating. Staff remind and prompt children to complete this task. All staff consistently follow the setting's hygiene procedures to help children develop an understanding of the importance of handwashing at key times of the day.

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Children's welfare and wellbeing Expected standard

Staff are highly vigilant about children's welfare and safety. Often, children choose to play in different areas of the club, and staff work well together to maintain children's consistently close supervision and safety. For instance, staff use walkie-talkies to share in-the-moment information among the entire staff team, promoting well-managed routines. However, occasionally the organisation of some transition times, in particular when children move from indoor play to outdoor activities, does not fully promote children's excellent emotional wellbeing.

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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

This is a busy and very popular club. Children arrive happy and show immediate joy and excitement as they anticipate the range of bright and inviting activities and games that await them. Staff recognise that after a busy day at school, children benefit from opportunities to relax and enjoy themselves. Staff offer a rich array of games, activities and play opportunities. At the beginning of the day, children of all ages socialise together and enjoy each other's company, enabling friendships to flourish. They then separate into different spaces throughout the school, each designed to support and cater for different-aged children. This helps to ensure that everyone benefits from age-appropriate play and challenge.

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

Children create binoculars during a craft activity. They eagerly explain that these are for birdwatching, demonstrating they engage in purposeful play. Continuing with the theme of birds and nature, children enjoy making bird feeders with a visiting forest school leader. They show immense enjoyment in this task, eagerly showcasing their completed feeders to their friends. Children take great pride in their play and enjoy the range of activities available. Older children enjoy making bracelets. This requires focus, concentration and precision as they weave small bands together. Younger children enjoy looking at books in a quieter area of the club. There is something to satisfy everyone's unique needs and interests, and all children remain continually occupied and happy.

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

All staff know each and every child. This is because they spend time getting to know children. This investment in relationship building proves to benefit children as they are settled and reassured by familiar, kind and caring staff. Children have lots of character, which is nurtured and encouraged. As expected, at times children are excitable. Staff nurture this enthusiasm and value children's delight because staff understand this indicates

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Address:

Bradshaw Hall Primary School Vernon Close, Cheadle Hulme Cheadle SK8 6AN

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - their happiness and enjoyment in the setting. This is a fun and stimulating club where children thrive personally and socially.

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Next steps

Staff should strengthen the organisation of transition times, particularly those between indoor and outdoor play, to better support children's emotional wellbeing and uninterrupted play.

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About this inspection

The inspector spoke with leaders and practitioners 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. 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 Local authority: Stockport

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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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