Kids Kabin, Mundella

Kids Kabin, Mundella

Unique reference number (URN): EY309308 Address: Mundella Primary School, Mundella Place, Sheffield, South Yorkshire, S8 8SJ Type: Childcare on non-domestic premises Registered with Ofsted: 27/07/2005 Registers: EYR, CCR, VCR Registered person: Kids Kabin 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

Leaders and staff create a well-managed and secure environment. They have clear procedures and routines that positively support children's behaviour from the time they join the club. Leaders work closely with the host school to reflect the expectations for children's behaviour during the school day.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well. They understand what is expected of them indoors and out. Children are quick to respond to instructions and guidance because they are clearly explained. Staff involve children early in the year in helping to establish simple rules and expectations for everyone's conduct during the sessions. However, they do not routinely revisit these with children to further strengthen children's decision-making and behavioural skills.

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Behaviour, attitudes and establishing routines Expected standard

Staff establish warm and caring relationships with children. They are positive role models. For example, staff spend time sitting with the children, joining in their games and modelling how to politely ask for help and share resources. Children's key workers know their children well through careful monitoring and useful information gathered from parents. They are quick to respond if children show concerns or are emotional or tired and provide reassurance and space. Leaders ensure there are well-understood routines to support children's regular attendance and for the safe collection and drop off of children.

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Children's welfare and wellbeing Expected standard

Leaders place a high priority on all aspects of children's welfare and wellbeing. Children's key workers prioritise getting to know children well from the outset to ensure they settle smoothly into the life of the club. They work closely with parents and school staff to understand, and match their care and support to, children's individual needs. Leaders and staff create a welcoming and warm environment, where children can enjoy a wide range of activities that help them relax after a busy school day.

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Children's welfare and wellbeing Expected standard

Staff encourage children's healthy attitudes and awareness well. There are well-established routines that help children understand the importance of regular handwashing and the best ways to do it. Staff provide healthy and nutritious snacks. They sit with the children and ensure they develop safe eating habits. They discuss the importance of eating a balanced diet. Children enjoy the wide choice of food and the opportunities to help prepare their own snack.

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Children's welfare and wellbeing Expected standard

Children benefit from physical activities that promote fitness and coordination, alongside quieter options for creative play. Children enjoy their time at the setting. However, they are not often involved in making contributions or suggestions towards the planning of future activities to further extend their sense of ownership and belonging at the club.

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Children's welfare and wellbeing Expected standard

Staff support children to keep themselves safe in all aspects of their play, including physical activities and the use of electronic and computer games.

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Inclusion Expected standard

Leaders embed a culture of inclusion across the club. They work closely with the school, staff and parents to identify children's development needs and address any gaps. For example, they spend time with children who are shy or unsure to introduce them to playing with different groups of children and steadily build their confidence. Staff know children well and adapt activities to meet individual needs. There is a focus on equality and staff ensure everyone is treated with respect.

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Inclusion Expected standard

There are currently no children with special educational needs and/or disabilities (SEND) attending the setting. Leaders have robust procedures in place to gather information from the staff of the host school and ensure that they work to the advice and guidance children need to progress. They understand the importance of working with other professionals, such as speech and language specialists, to provide individual support. Leaders recognise staff's professional training could be further developed to enrich experiences for disadvantaged children and those with SEND.

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Inclusion Expected standard

Leaders create an inclusive environment. They reflect on, and celebrate, children's personal and cultural experiences. Staff encourage children's independence and maintain high expectations for all children.

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Leadership and governance Expected standard

The experienced leaders have continued to build on the club's strengths since it was last inspected. They have established useful links with the school the club serves to support all children, including those who may face barriers to learning, to settle in confidently and enjoy their time there. Leaders engage regularly with staff to support their wellbeing and ensure they have a secure grounding in their role. For example, all staff are qualified paediatric first aiders, which contributes to the safe and secure environment. Staff morale is high. However, systems for fully evaluating staff performance are not consistently rigorous. Leaders do not identify sharply focused professional development opportunities to enhance staff's practice to the highest levels.

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Leadership and governance Expected standard

Leaders gather the views of parents, children and staff to evaluate the effectiveness of the club and support staff and children's welfare and wellbeing. They make positive use of shared experiences of other out-of-school settings run by the leadership to further enrich provision. Leaders and staff work closely with the host school to support all groups of children and ensure they have a thorough understanding of their individual needs, particularly those who may require additional support.

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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 feel happy and safe in this friendly and well-managed club. Children build positive relationships with the adults who care for them. Staff make sure that they understand children's needs and interests through, for instance, purposeful discussions with their parents and teachers. Children speedily and smoothly settle into the life of the club and follow the considered routines for their enjoyment and security. For example, children know where to put their coats and bags and to join their friends in a range of activities from the start of the session. They listen carefully to staff's instructions for the daily register and

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About this setting

Unique reference number (URN): EY309308 answer politely when their names are called. They follow the guidance well for washing their hands thoroughly before snack times and after toileting.

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About this setting

Children appreciate the calm ethos staff create, and behave well. They welcome the opportunities to choose whether to play a favourite board or card game, participate in a creative activity, such as designing and making a Valentine heart or bracelet with beads, or engage in challenging physical activities and team games outdoors. They know that staff will support, guide and encourage them in their chosen activity and give them space and time to relax after a busy school day. Children learn to play alongside others and the younger children welcome the care and attention older children offer them.

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About this setting

Children are encouraged to appreciate a healthy lifestyle. They enjoy the nutritious snacks staff provide. For example, they create their own wraps with a rich selection of fruit, vegetables, meat and cheese and join in conversations with staff on their favourite foods. They help to keep the classroom tidy and to play safely on the challenging obstacle course of tyres and planks.

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Next steps

Leaders should strengthen systems to monitor and support staff to develop their professional skills, through precisely focused training and guidance, including enriching experiences for special educational needs and/or disabilities. Leaders should support staff to strengthen children's opportunities to build decision- making and independence skills and further involve them in the life of the club.

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About this inspection

The inspector spoke with the managers, the nominated individual, staff and the host school reception class teacher 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:

Mundella Primary School Mundella Place Sheffield South Yorkshire S8 8SJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kids Kabin Partnership

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:50 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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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