Nelmes Fun Zone

Nelmes Fun Zone

Unique reference number (URN): EY385198 Address: Nelmes Primary School, Wingletye Lane, HORNCHURCH, Essex, RM11 3BX Type: Childcare on non-domestic premises Registered with Ofsted: 25/11/2008 Registers: EYR, CCR, VCR Registered person: Nelmes Fun Zone Partnership

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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

Children settle quickly at the club and form effective relationships with staff. They excitedly tell them about their day when they arrive, and hug them goodbye as they leave. Children's behaviour and attitudes at the club are generally positive. Staff act as positive role models and support children in age-appropriate ways to resolve issues when they arise. Most staff have a clear understanding of how to appropriately support children's behaviour and help them to recognise behaviour that does not meet the club's expectations. However, not all staff consistently apply these expectations. For example, staff will sometimes ask children to simply stop when displaying negative behaviours, such as climbing, whereas on other occasions an explanation will be given to the child on why they should not do this and a discussion held on alternative positive behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Children confidently talk about their experiences at the club and what they enjoy. For example, children say that they look forward to coming to see their friends and that there is always lots to do. Older children are extremely supportive of their younger peers. They can be heard reading stories to them, praising their colouring and supporting them with counting during games. This all helps children's personal and social development and supports them to build relationships with a variety of children and adults.

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Behaviour, attitudes and establishing routines Expected standard

There is a robust transition from school to the club in place. Children are collected by staff and walked to the hall the club is in. Staff in the school and the club share information about children's attendance.

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Children's welfare and wellbeing Expected standard

Staff help children to learn the language of their emotions. They have provided safe and quiet areas for children to discuss their feelings. Children have helped to create one of these areas, which is a tent with their handprints on. This helps all children to feel ownership of this space, as well as a part of this welcoming community. Secure and warm relationships developed with staff also supports the children's sense of belonging and has a positive impact on them. Children will happily look to staff for comfort and support if they are upset or feel they need help.

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Children's welfare and wellbeing Expected standard

Staff promote healthy eating as they provide a variety of well-balanced food choices for snack. They offer praise to children for trying new foods. Staff participate in the sociable snack times with the children as they chat freely with each other. They also discuss other aspects of wellbeing with children, such as looking after their teeth and the importance of sleep. This provides children with the knowledge they need to support healthy choices and lifestyle. Children demonstrate a sound awareness of good hygiene practices. For example, they know they need to wash their hands before eating.

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Children's welfare and wellbeing Expected standard

Children have the opportunity to play outside in the fresh air. This helps to promote their physical development and wellbeing. Staff also support children to engage in physical activities indoors, when numbers are low and this is safe. Children ask to use the physical education equipment stored in the hall where the club takes place, and staff support them to participate in these games when appropriate.

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Inclusion Expected standard

Staff consider children's individual ages, likes, needs and home lives when supporting them within the club. Leaders make sure that staff are alert to any additional needs and/or issues affecting children in their lives outside of the club, where necessary, in order to support children.

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Inclusion Expected standard

Staff work closely with the host school to ensure that all children receive effective care. They ensure that all children are welcome. For example, they work to adapt timings and support, as required, to provide care for all. Staff gather information from the school to help children to have a positive experience and appropriate support while at the club. While leaders proactively seek advice from the school if they notice children require more help, they rely on updates from the school for children who have identified needs or are disadvantaged, rather than also actively asking for any updates. This could lead to support not being adapted as soon as is possible. Having said this, all children are well supported at club, and enjoy their play and learning.

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Inclusion Expected standard

Staff's knowledge of children means that they are able to quickly identify if there are concerns with development, or behaviours that are out of character. This awareness means that staff identify any difficulties children may face quickly and bring them to the attention of the school, from whom staff would request additional support.

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Leadership and governance Expected standard

The leaders value their staff and their wellbeing. Staff comment that they feel valued and supported. Leaders provide staff with a well-thought-out induction to ensure that they are well equipped to provide the best care for children. Staff reference further training opportunities to support this once they are working within the club.

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Leadership and governance Expected standard

Leaders have an effective understanding of the club's strengths. They work with staff and children to evaluate areas where improvements could be made. Leaders and staff encourage children to participate in the planning of the provision at the club. Staff sit with children and take account of their views and interests, when considering priorities for improvement.

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Leadership and governance Expected standard

Leaders generally consider the current cohort of children who attend the club when looking for areas for development. Mostly, they think about all children when reflecting on how to drive improvement, as well as maintain the high standards already in place for the children who attend. However, leaders and staff do not consistently ensure that they collect the most up-to-date and precise information about some children's individual needs.

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Leadership and governance Expected standard

Relationships with parents and carers are generally positive. Parents comment that their children often do not wish to leave the club. Staff share information with parents and relay any messages that have been given to them by the school.

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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 happy at this welcoming club. They are warmly greeted by staff members before independently putting their belongings away. Children carefully place the name cards they have each made on top of their things, showing pride for these creations. They demonstrate a clear understanding of the club's routines, which are well embedded in this small community.

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Inspector:

Children are keen to join in with the variety of activities on offer. If they would like to do something else they are confident that if they ask staff, then they will get this activity out for them. This helps children to know that their choices, opinions and enjoyment while at the club are important.

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Inspector:

Staff are good role models for children. They are polite, warm and friendly. Staff are able to adapt their levels of support and expectations to each child's age, as well as for any children with special educational needs and/or disabilities. This helps children to settle well, develop positive relationships with the staff and feel well cared for.

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Inspector:

Staff know children well. They talk to them about their interests and activities that they have taken part in outside of the club. Children enjoy these conversations, celebrating their uniqueness and personal achievements with staff and their peers. Staff tailor activities to children's interests and individual differences whenever possible, supporting children to celebrate these.

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Inspector:

Leaders and staff work with the school to support children's attendance. There is a positive relationship between the club and school, and information is shared regarding any changes in attendance. Staff at the breakfast club support children to have a good start to their day by eating a healthy breakfast and relaxing to ready themselves for a day of learning. Those children who may feel anxious or reluctant to attend school receive support and reassurance. This helps them to leave the club and go into school happy to start their learning.

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Next steps

Leaders should continue to improve their already positive relationship and information- sharing with the host school to ensure that they are supporting the best outcomes for all children. Leaders should support staff to improve their consistency in supporting and managing children's behaviour.

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About this inspection

The inspector spoke with leaders, managers, staff 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. Michaela Hipwell

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Address:

Nelmes Primary School Wingletye Lane HORNCHURCH Essex RM11 3BX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Nelmes Fun Zone Partnership

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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

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