MLH Club @ St. Mildred's

MLH Club @ St. Mildred's

Unique reference number (URN): EY478199 Address: St. Mildred's Centre, 30 Bingham Road, Addiscombe, CROYDON, CR0 7EB Type: Childcare on non-domestic premises Registered with Ofsted: 06/06/2014 Registers: EYR, CCR, VCR Registered person: MLH Club 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 Expected standard

Leaders establish a positive environment, where children typically follow the rules and expectations for their behaviour. Staff clap to get children's attention and children clap back. All children stop what they are doing and wait for instructions. Staff consider children's ages and stage of development and give children roles and responsibilities to encourage positive behaviour. For example, they support children to call out children's names for the register. Children answer to their name and put their hands up, so staff can see where they are. Leaders and staff know children well. Children form secure relationships and attachments with staff built around trust.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally support children to enjoy their play. For example, children use collage materials and paper plates to make a horse. Children are proud of their work and talk about how they made it. However, at times, the role-play area is busy and loud, as older children play excitedly with the play food. This is because staff do not consistently support children to play well in this area. Leaders have not considered how staff deployment, such as during snack preparation and times when staff are needed elsewhere, means that staff are unavailable to support children in their play. This does not support children consistently to use acceptable behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Leaders ensure that staff collect children on time from school. They encourage parents and carers to collect children on time at the end of their session. This supports children to enjoy attending the club and feel excited to return.

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Children's welfare and wellbeing Expected standard

Leaders and staff create a welcoming space for all children, including children with special educational needs and/ or disabilities (SEND) and those who may face barriers to learning, to play. They plan interesting activities to meet children's individual needs and interests. Children and their key workers form positive relationships that support children to feel secure. Staff set up activities that encourage children to play together and build their social skills. For example, there are tabletop activities, floor activities and a role-play area. Children enjoy meeting and playing with children from different schools.

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Children's welfare and wellbeing Expected standard

Staff provide a range of activities and play experiences for children to choose from. They teach children to be aware of their personal safety, to manage their feelings and emotions and make healthy food choices. Leaders support children with food allergies to have hot meals suited to their dietary requirements. Staff call younger children first. Children wash their hands and line up to get their food. Staff prepare freshly cooked, healthy meal options daily, taking it in turns to cook each day. This helps them to know individual children's needs. Staff support children's personal safety at all times. They supervise children so that they are safe.

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Inclusion Expected standard

Leaders ensure that staff have information that supports them to meet children's individual needs. For example, they share information with staff in schools children also attend about the age of children, medical information, medication children are taking or need, allergy information, information about children with special educational needs and/or disabilities (SEND) and dietary requirements.

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Inclusion Expected standard

As a result of training, open communication with schools children attend and parents and carers regarding identifying, assessing and meeting children's individual needs, leaders support children who may face barriers to learning and/or wellbeing to attend the club. Staff use wheelchairs to support children who are unable to walk when they are collected from school. They make adjustments that support children to engage in activities with their friends. Leaders support parents and carers to receive additional funded sessions for their children.

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Inclusion Expected standard

Children with SEND receive support to take part in activities. Children work with all staff to ensure that children's needs are met when other staff are absent. Children with SEND feel happy to attend the club and settle well. Staff encourage children to choose activities independently and engage well with their friends.

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Inclusion Expected standard

Leaders and staff communicate with schools and parents about what children know and can do. They plan activities to meet children's needs and observe progress children make. Staff regularly review individual children's support and discuss next steps with parents. Children have key workers who know them well. Staff support children who they feel are vulnerable so that they get additional support and attention to ensure their needs are met.

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Leadership and governance Expected standard

Partnerships with parents and carers are very positive. Feedback from parents is positive. Leaders keep parents informed by sending out regular newsletters. For example, parents of children with medication are reminded to send them in so that children can be safe in the club. Leaders support staff's wellbeing and ensure that they feel happy and supported to do their roles well. They encourage staff to be more approachable. Communication is effective between schools and the club. When staff collect children from schools, they gather feedback from teachers that helps staff to support children's individual needs further. For example, they find out if children's parents are away or there is a bereavement in the family.

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Leadership and governance Expected standard

Leaders highlight strengths of the setting and areas for improvement. They know that they support children around how to manage their feelings and behaviour and supporting them to build positive relationships. However, leaders recognise the need to prioritise training for staff so that they do not rely heavily on leaders to support children's behaviour.

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Leadership and governance Expected standard

Overall, leaders encourage staff to pursue training, so that they are confident to carry out their roles well. This includes training in paediatric first aid, safeguarding and food hygiene. Leaders now have a focus on building team leaders. This will enable them to delegate more and pass on more responsibilities. However, they have not focused professional development so staff can enhance their skills even further. Leaders support parents of children who may face barriers to learning to access additional childcare during the holidays. For example, they promote tax-free credits to grant children holiday sessions. This supports children and their families. As part of transition arrangements, children complete an 'All About Me' booklet at home with their parents, which supports staff to know children before they start. Leaders remind parents about being punctual when collecting their children at the end of the session.

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Leadership and governance Expected standard

Leaders ensure that risk assessments are in place to keep children safe during the transition between school, the club and going home. They notify parents about planned visits taking place during school holidays. Leaders organise daily trips for children to places of interest, such as the park, cinema, bowling and the theatre.

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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 enter the club calmly with enthusiasm and ready to play with their friends. They take off coats and bags, wash their hands and settle quickly. All children, including children with special educational needs and/or disabilities and those who may face barriers to learning and/or wellbeing, choose activities that they want to play with. For example, they engage in colouring, card-making, small-world and role-play activities. Children are very happy and feel free to be themselves. After a long day at school, children love spending time talking to friends from other schools. Children talk to staff and their friends about their day and things that they enjoy. They know the routines in the club and feel at home. Children look after children new to the setting and show them what to do. Staff support children to engage in the range of activities on offer and make crafts that children take home. Children

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

feel proud of their achievements and show others what they have made.

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

Children listen well to instructions and follow rules. They have opportunities to express their likes and dislikes. Leaders and staff plan exciting experiences based on children's interests. They encourage children to become the best version of themselves. For example, children who are learning to play instruments are encouraged to practise and perform. Older children are encouraged to relax after a day of focused learning. Leaders encourage children to have a say in how the club is run. Children comment on the things that they like about the club and activities that they do not want. This helps leaders and staff to support children's needs further.

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Next steps

Leaders should consider staff's deployment during snack preparation times and during busy times to maximise children's engagement and behaviour during their play. Leaders should prioritise professional learning and opportunities to develop staff's performance, expertise and skills further.

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About this inspection

The inspector spoke with the manager, staff, children and parents and carers 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:

St. Mildred's Centre 30 Bingham Road, Addiscombe CROYDON CR0 7EB

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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 : 15:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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