Harlequin Out of School Clubs - Tunbridge Wells

Harlequin Out of School Clubs - Tunbridge Wells

Unique reference number (URN): EY486142 Address: 136 London Road, Tunbridge Wells, Kent, TN4 0PL Type: Childcare on non-domestic premises Registered with Ofsted: 13/01/2015 Registers: EYR, CCR, VCR Registered person: Harlequin Out Of School Clubs Ltd

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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 behave extremely well. Staff help them to gain the skills they require to work well with others, and this supports their future learning. For instance, staff ask children their opinions and give explanations that children are able to understand. Children have lots of freedom to explore the large playrooms. They confidently access the rich learning resources and activities planned for them. Children manage risks in their play as they navigate the climbing equipment, build with large blocks and ride on bikes. This helps children increase their physical skills and abilities.

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Behaviour, attitudes and establishing routines Strong standard

Staff manage behaviour calmly, using gentle and age-appropriate reminders. They successfully encourage all children to practise their independence skills. For instance, children confidently collect their cup and bowl, pour their own drinks and put on their slippers. This very effectively helps to support children to have the confidence to manage tasks by themselves.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are secure. Younger children seek familiar adults for comfort and settle quickly. They show kindness to their friends by offering toys and smiling at others. Older children share, take turns and invite friends into their play, showing growing social confidence.

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Behaviour, attitudes and establishing routines Strong standard

Children's attendance levels are high. This means that children's routines are maintained. Regular attendance allows staff to build on children's skills and learning overall.

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Children's welfare and wellbeing Strong standard

Staff develop children's self-care skills extremely effectively through regular praise and support. Staff are good role models, encouraging children to show their friends how to wash their hands and wipe their noses at the self-care station. Children recall eating different fruits at snack time to keep their bodies healthy. These activities successfully promote children's understanding of how to keep themselves healthy.

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Children's welfare and wellbeing Strong standard

Children develop a sense of belonging within the setting due to the high levels of care they receive.

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Children's welfare and wellbeing Strong standard

Staff model empathy, and children show kindness and caring towards their friends. For example, children who are playing invite others on their own to join their games with them. Children develop the skills they will require to build friendships. They learn how to recognise, express and manage their emotions. Staff take time to talk to children about how they are feeling and what has made them feel that way.

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Children's welfare and wellbeing Strong standard

Staff carry out risk assessments to ensure that children are kept safe and secure in the setting. They remind children of the rules of the setting, such as using their 'walking feet' inside. During physical play, staff teach children to risk assess when they are building with large construction resources and use the large climbing equipment.

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Expected standard

Parents speak highly of the nursery and of staff. They receive daily communication about their child's wellbeing and activities and regular updates on their child's progress and development. Parents are invited in for stay-and-play sessions to create a link between home and the nursery. The manager works well with parents to ensure all children are included and all needs are met. For example, parents are invited to discuss their child's needs, such as dietary requirements or medical needs, so that all children are kept safe.

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Achievement Expected standard

Children make steady progress from their starting points, including those who are disadvantaged or those with special educational needs and/or disabilities. Children grow in confidence and curiosity, build friendships with their peers and strong bonds with staff. Children show confidence in their skills and abilities, preparing them well for the next steps in the educational journey, including school.

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Achievement Expected standard

Children show increasing confidence and clear communication and language skills through daily routines. They greet each other with songs, sharing who is present and expressing how they feel. These activities support social and emotional development, language skills and a sense of belonging. When singing the days of the week and discussing the date, month and weather, children show they are building early mathematical concepts and knowledge of the world around them.

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Achievement Expected standard

Children's communication and language skills develop well. They develop a love of stories, sing songs, practise new words and engage in conversations. Children generally become confident communicators.

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Achievement Expected standard

Children are learning about the world around them. They exclaim with excitement as they melt the jelly with warm water. They are learning to take turns, listen to each other and make their own predictions at what will happen next.

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Curriculum and teaching Expected standard

Staff provide an ambitious curriculum for all children. Children's interests are captured well, and storybooks are used as a vehicle for learning. For instance, all activities for children to access are linked to the 'book of the week'. Children thoroughly enjoy taking part in these activities. Older children are fully captivated by adult-led activities, such as melting jelly. However, at times, expectations for the younger children mean they can struggle with the planned activity.

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Curriculum and teaching Expected standard

Children are immersed in a language-rich environment. Staff promote new vocabulary in a variety of ways, such as reading stories, singing songs and imaginative thinking. They read books with expression and help children to understand the story by recapping on the story the next day. This helps children show their increasing memory and recall skills as they competently recap the story of the Penguin's journey. Staff repeat words clearly for children to copy and ensure they have the correct pronunciation. However, support for children learning English as an additional language is not implemented as effectively, as they have fewer opportunities to hear and use their home languages in their play and learning.

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Curriculum and teaching Expected standard

Mathematical learning is woven effectively into daily routines and play. Staff use positional language within their interactions with children during their play and exploration. They encourage the children to count during their everyday routines and consider concepts such as 'more' and 'less'. For example, children count down for a rocket launch and ensure there are enough spaces on their bus for their friends to have a seat. As a result, children make good progress in their mathematical development.

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Curriculum and teaching Expected standard

Staff provide opportunities for children to learn about different festivals and celebrations throughout the year, such as Diwali, Easter and Christmas.

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Inclusion Expected standard

Leaders and managers are committed to ensuring families are provided with a range of help. They work closely together as a team to share information effectively with the local authority and external agencies to access support for families. Staff understand the wide range of situations that could cause a barrier to children's learning and engagement. Parents speak highly of the setting and say their children's individual needs are supported effectively. This includes the flexible approach to settling-in sessions at the nursery.

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Inclusion Expected standard

The nursery follows a graduated approach to supporting and identifying children with special educational needs and/or disabilities and those who may face barriers to learning. Staff regularly observe children's progress to ensure that all children make steady progress from their starting points. Leaders understand how additional funding supports disadvantaged children. Although no children currently receive this funding, leaders confidently discuss how it was previously used to meet individual needs and improve outcomes.

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Inclusion Expected standard

Leaders ensure that staff are trained to monitor children's progress. Staff use assessment, observations and information from parents to help identify children's existing knowledge and to develop their next learning goals. These tailored interventions that acknowledge areas of strengths and/or areas for improvement help children to access a curriculum that is inclusive for all children.

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Leadership and governance Expected standard

Staff have formed a cohesive, supportive team that works well together to provide care and teaching for children. Leaders and staff are reflective practitioners. They use the advice of other professionals to evaluate the quality of their education and care. Leaders place an importance on upskilling the staff to help them continuously improve support for the children in their care. Staff report being happy, feeling valued and keen to come to work.

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Leadership and governance Expected standard

The provider has implemented robust recruitment procedures, and staff are deployed effectively throughout the day to maintain children's safety. There is a strong emphasis on staff's wellbeing. The provider carries out regular supervision meetings, and staff attend bespoke training sessions at the nursery to help develop their skills. All children are seen as an individual, and staff seek to meet their needs. The special educational needs coordinator (SENCo) works with parents and other professionals to support children with additional needs. Leaders support the SENCo by giving them time during the week to complete their work and to develop their knowledge through training.

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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, confident and cared for in a secure and clean nursery. They form strong relationships with the friendly staff team, which knows them and their families well. Overall, staff thoughtfully plan an ambitious curriculum that supports children's interests and development. Younger children delight in taking part in action songs and rhymes, while older children enjoy talking about the weather outside. This helps their growing vocabulary and early communication skills.

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

Children are taught that what they say, think and feel is important. Staff give them time to feel heard and respected. Children are taught to ask questions and enjoy exploring the world around them through well-planned activities. This supports children's sense of belonging, identity and overall wellbeing. For example, a penguin story was used to discuss melting ice caps at the South Pole and linked to children melting materials with warm water.

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

Staff have high expectations for children's behaviour and learning. Children know the routines of the day well and cooperate with gentle instruction from staff. Children demonstrate respect for the nursery and their peers. For example, they share, take turns, wait patiently to serve their fruit at snack time and pass the tongs to their friends.

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

Leaders build good relationships with families and the wider community. They create opportunities for families to come together at events, such as sports day and the annual Christmas party. Staff share meaningful information with parents each day. Leaders monitor attendance closely and work with families to overcome barriers so that children benefit from consistent routines and learning. This helps develop an understanding of the importance of timekeeping and regular attendance, in preparation for school. Transitions through the nursery, and on to school, are well managed and children are well prepared, supporting the seamless flow of the children's learning.

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Next steps

Leaders should extend the support for younger children so that they are as fully engaged in activities as their older peers. Leaders should increase opportunities to celebrate the cultural backgrounds of children who attend to further enhance their self-identity and awareness of similarities and differences.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator, parents 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

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Address:

136 London Road Tunbridge Wells Kent TN4 0PL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Harlequin Out Of School Clubs Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 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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2 to 4

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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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