Halterworth Kidz Club

Halterworth Kidz Club

Unique reference number (URN): 2747645 Address: Halterworth Primary School, Halterworth Lane, Romsey, Hampshire, SO51 9AD Type: Childcare on non-domestic premises Registered with Ofsted: 10/08/2023 Registers: EYR, CCR, VCR Registered person: Kidz Play (UK) Limited

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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

Children have a remarkable understanding of the rules and expectations that are in place at the out-of-school club. Staff are excellent role models. They treat all children and one another with kindness and respect. Children play harmoniously among their peers and are highly sensitive to the needs of others.

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Behaviour, attitudes and establishing routines Strong standard

Staff are fair and consistent. They implement clear boundaries and make age-appropriate adaptations for children who are younger. Leaders work with class teachers to implement similar expectations, using words and phrases that children are familiar with from their day at school. This means children know what to expect and respond to requests and instructions with ease.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are close and meaningful. Children express themselves freely and talk about their experiences at home and with their families. Staff demonstrate that they know them well. They ask them questions about their siblings and the exciting hobbies they enjoy.

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Behaviour, attitudes and establishing routines Strong standard

Leaders monitor attendance rigorously and respond promptly to any incidences of non- attendance or arrival at the out-of-school club. They have clear procedures in place that they share with parents, such as making immediate contact with school staff, parents and emergency contacts to ensure children's safety.

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Inclusion Strong standard

Leaders ensure a highly inclusive culture is maintained across the setting. Staff recognise the importance of supporting all children to access their provision. They have a secure understanding of the children that attend their setting. Leaders engage with professionals, such as teaching staff and external medical professionals, to ensure very high levels of care are in place for children with special educational needs and/or disabilities (SEND). Leaders prioritise getting to know children well and invite parents in to the setting to increase staff understanding of appropriate strategies that support children at home.

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Inclusion Strong standard

Staff engage in specialist training, so that they can provide precise care for all children and so that they understand how to meet children's individual needs. They recognise that children need different support, such as those who might need quiet spaces to relax. Staff recognise the need to make adaptations to activities and promptly make these changes so that all children can access them equally.

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Inclusion Strong standard

Leaders and staff maintain high expectations for all children in attendance, including those with SEND or other barriers to their learning. They provide them with enriching activities that keep them engaged and excited about visiting the after-school club.

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Children's welfare and wellbeing Expected standard

Leaders provide secure support for children's wellbeing. They have excellent relationships and take opportunities to ask them questions to get to know them better. This supports children's emotional wellbeing and helps them to feel safe and comfortable as they share their thoughts or worries about their day.

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Children's welfare and wellbeing Expected standard

Children are happy and typically have access to a range of activities that allow them to follow their own interests. Leaders also try to ensure children have access to outdoor play spaces. Children have a secure understanding of the boundaries in place that keep them safe, such as always being within the playground areas and being in sight of staff.

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Children's welfare and wellbeing Expected standard

Overall, mealtimes are sociable occasions and promote friendly conversations. Children have access to a nutritious snack and typically build independence as they learn how to make wraps, for example. However, interactions and discussions do not consistently encourage children to make their own choices about healthy foods. While good hygiene practices are in place, staff often give instructions rather than supporting children to make decisions for themselves. Children are not always encouraged to begin making healthy choices independently.

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Leadership and governance Expected standard

Leaders have a secure oversight of their provision. They recognise the high-quality interactions that take place at the setting and maintain high standards for the weekly planning of activities. Leaders strive for all children to enjoy attending the club and plan for activities to be inspiring and interesting. Leaders ensure that the setting is accessible by all children, including those with special educational needs and/or disabilities. They work closely with parents to ensure they have a comprehensive understanding of all children's needs.

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Leadership and governance Expected standard

Leaders generally have an understanding of the setting's strengths. They complete regular staff supervisions and have begun to align training with the setting's improvement priorities, although this is not yet fully embedded.

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Leadership and governance Expected standard

Staff discuss how their wellbeing is supported by leaders. They feel valued and appreciated. Leaders recognise staff workload and provide strategies to support them to achieve a positive work-life balance.

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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 with joy and excitement at the out-of-school club. They gladly greet staff and begin friendly conversations with their friends. Children immediately feel safe and comfortable. They express themselves freely and get involved in the different activities that are set up for them. Relationships between staff and children are highly positive. Staff are energetic and fun as they run around together in the playground, enjoying games of hide and seek or tennis.

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Address:

Halterworth Primary School Halterworth Lane Romsey Children are delighted to attend the club. Some children explain that there are always tasty food choices and that their favourite activities, crafts, are available. Children joyfully cut with scissors, colour and stick as they make an exciting pop up figure. Staff are mindful and inclusive. They adapt all activities so children of a different age or stage of development can access them, including those with special educational needs and/or disabilities.

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Address:

Staff support children to develop excellent social skills. They have clear boundaries in place and promote a culture of kindness. Children understand this well, they care for their younger peers in the playground. For example, when someone has a small injury, they support them to find adult support and come back to check if they are ok. Children are notably respectful to those around them.

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Address:

Leaders have a consistent approach to attendance. They immediately respond to incidences of absence and support parents to understand the expectations of attendance or communication when they have booked a place.

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Next steps

Leaders should support staff to increase the quality of interactions during food and hygiene routines so that children begin to make their own healthy choices and decisions.

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About this inspection

The inspector spoke to staff, leaders 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. Hampshire SO51 9AD Type: Childcare on non-domestic premises

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About this inspection

Registered person: Kidz Play (UK) Limited

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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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