Stortford Kidsout (summercroft)

Stortford Kidsout (summercroft)

Unique reference number (URN): EY272103 Address: Summercroft School, Plaw Hatch Close, BISHOP'S STORTFORD, Hertfordshire, CM23 5BJ Type: Childcare on non-domestic premises Registered with Ofsted: 10/12/2003 Registers: EYR, CCR, VCR Registered person: Davies, Linda Ann

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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's behaviour is calm and generally positive because leaders have established a welcoming environment with clear routines and expectations that are understood by children and staff. Staff model polite and respectful behaviour. They use praise effectively to reinforce kindness, effort and cooperation. As a result, children feel secure, settled and confident in knowing what is expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Leaders prioritise outdoor play immediately after the school day, recognising children's differing energy levels and emotional needs. For example, younger children choose to play outdoors after snack. They enthusiastically join a parachute game and respond appropriately to adult direction and encouragement. Staff adapt their approach according to children's ages, stages of development and individual circumstances, offering reassurance or structure where needed. Consequently, children are able to regulate their emotions, settle quickly and interact positively with their friends and adults.

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Behaviour, attitudes and establishing routines Expected standard

Children are encouraged to resolve minor disagreements through calm adult guidance. This helps them learn to share, take turns and express their feelings appropriately. Older children contribute to shared expectations through an approach that enables them to collaborate, take ownership of rules and behave responsibly. Leaders give children's attendance and punctuality a priority. They have clear systems in place and follow up promptly with families when children do not attend as expected. As a result, children benefit from consistent routines that support their wellbeing and positive behaviour.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through caring relationships, clear routines and attention to children's physical and emotional needs. Secure and responsive relationships between children and familiar staff help children to feel safe and confident within the setting. Staff provide nutritious snacks, regular opportunities for physical activity and calm spaces for rest. This supports children's understanding of healthy choices and the importance of physical wellbeing. As a result, children are able to unwind after a busy school day.

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Children's welfare and wellbeing Expected standard

Younger children demonstrate independence and confidence within daily routines. For example, they independently wash their hands, wait calmly and select food at snack time before choosing whether to play indoors or outdoors. Consequently, they are emotionally ready to engage in play. These routines help children to develop early self-care skills and an understanding of personal safety and hygiene.

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Children's welfare and wellbeing Expected standard

Staff are attentive to children who appear tired or in need of reassurance and respond sensitively. They help them to recognise, express and manage their emotions effectively. This approach is particularly beneficial for children with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing, as staff adapt their responses to meet individual needs. As a result, children develop a secure sense of emotional wellbeing. Staff communicate positively with parents about children's wellbeing. However, some decisions would benefit from more open, two-way conversations with leaders. Leaders have not consistently strengthened this collaboration to further support consistency for all children.

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Inclusion Expected standard

Leaders and practitioners provide an inclusive and nurturing environment, where children are warmly welcomed and supported to feel secure after the school day. Practice is largely child-centred, with activities planned around children's interests, ages and stages of development. This gives children meaningful choices and a sense of voice. As a result, children feel valued and confident about participating in the provision.

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Inclusion Expected standard

Staff know children well and adapt routines flexibly to meet individual needs of those with special educational needs and/or disabilities and others who face barriers to their learning or wellbeing. For example, during a Valentine-themed craft activity, staff provide reassurance and hands-on support where needed. Consequently, younger children remain engaged and confident in their participation.

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Inclusion Expected standard

Staff identify children's individual needs through effective information-gathering, when they join the club. Leaders take appropriate action to reduce barriers to learning and wellbeing by implementing reasonable adjustments. For example, they adapt activities, offer quieter spaces and provide additional adult support where required. However, adjustments may not always reflect children's changing needs. Leaders should strengthen communication with parents so that they gain a clearer understanding of these needs and can provide appropriate support.

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Leadership and governance Expected standard

Leaders are committed and organised, ensuring the setting runs smoothly and children are kept safe. Recent changes, including the expansion of the building and resourcing improvements, have positively impacted on day-to-day routines. The change has allowed for more defined and age-appropriate areas and a wide range of activities for children. As a result, children benefit from a well-structured environment, where they can engage in purposeful play and learning.

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Leadership and governance Expected standard

Staff receive regular safeguarding and first-aid training. Daily briefings ensure key information about children is shared consistently. Leaders monitor staff practice and provide targeted professional development, such as recent training in risk-taking play. Consequently, staff are able to provide safe play experiences while maintaining children's safety and wellbeing.

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Leadership and governance Expected standard

Leaders are mindful of staff wellbeing and organise supervision sessions and peer support to help manage their workload effectively. However, systems for parental communication and gathering parent feedback are not consistently effective. As a result, leaders do not have a full or consistent understanding of families' experiences or the needs of children with special educational needs and/or disabilities and those who face other barriers to their learning and/or 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

Children are happy, relaxed and comfortable in this welcoming after-school environment. This is because they are greeted warmly by familiar adults and supported by well- established routines. As a result, children settle quickly on arrival and feel secure within the setting. Staff place an emphasis on regular attendance and follow up promptly if a child does not arrive as expected. This means children benefit from continuity of care and consistent routines that support their wellbeing.

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

Children are offered meaningful choices in how they spend their time, and activities are flexible. For example, younger children choose between creative, construction and sensory activities. Older children independently select between activities, such as board games, drawing, pool and social activities in a calm and youth-club-style space. Consequently, children develop a sense of autonomy and enjoyment in their play. This flexible approach helps reduce barriers to children's participation, particularly for disadvantaged children, those with special educational needs and/or disabilities and those who face other barriers to their learning and/or wellbeing. This is because they are able to engage in ways that suit their interests, energy levels and needs.

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

Staff are attentive, approachable and responsive. This means children know who to go to if they need help or reassurance. Children's voices are respected, and staff adapt their support to reflect each child's individuality. For instance, children who find social interaction more challenging are gently supported by adults to join small-group activities. This enables them to participate alongside peers at their own pace. As a result, children remain engaged and confident. This demonstrates how children's uniqueness is recognised and supported to help them flourish.

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

Outdoor play is an integral part of the daily routine, enabling children to be physically active and regulate their emotions after the school day. Consequently, children who may find school more difficult are able to release energy, settle more easily and engage positively in the club environment. Relationships with parents and carers are generally positive. Staff share information at drop off and collection times, which helps to support children's wellbeing across home and setting. As a result, children experience the setting as a safe, enjoyable and supportive place.

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Next steps

Leaders should strengthen governance and communication systems so that all children benefit from coordinated, timely and well-informed support.

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About this inspection

The inspector spoke with children, staff, the special educational needs and/or disabilities coordinator, parents and carers and leaders 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:

Summercroft School Plaw Hatch Close BISHOP'S STORTFORD Hertfordshire CM23 5BJ

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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 : 15:10 - 18:30

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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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