Kids Mix English Martyrs

Kids Mix English Martyrs

Unique reference number (URN): EY414036 Address: English Martyrs RC School, Wycliffe Road, Urmston, MANCHESTER, M41 5AH Type: Childcare on non-domestic premises Registered with Ofsted: 21/07/2010 Registers: EYR, CCR, VCR Registered person: Kids Mix 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 Expected standard

Leaders establish a welcoming environment, where expectations for behaviour are generally clear. Staff encourage children to settle into the club after the school day and provide routines that support children to feel secure. Relationships between staff and children are warm and supportive. Staff know children well and talk with them about their experiences at school. Children respond positively to this attention and are comfortable approaching staff for help or conversation.

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Behaviour, attitudes and establishing routines Expected standard

Children generally play cooperatively with their friends and enjoy spending time together in both indoor and outdoor activities. For example, children organise football games outdoors and work together when using climbing equipment. Staff supervise these activities and provide encouragement where needed. However, younger children are not always able to access activities and resources suited to their age and stage of development.

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Behaviour, attitudes and establishing routines Expected standard

However, expectations for behaviour are not yet consistently embedded. Younger children sometimes need adult support to access resources appropriately and to manage minor disagreements during play. Staff support children to understand expectations, such as sharing and taking turns. However, they do not make the most of opportunities to support children to independently negotiate in their play. When minor disagreements arise, for example, during construction play, staff intervene calmly to resolve the situation but do not support children's independence in negotiating themselves.

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Behaviour, attitudes and establishing routines Expected standard

Children understand routines within the club and generally respond well to adult guidance. Leaders also work closely with the host school and families to ensure children arrive safely and settle promptly into the provision after the school day.

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Children's welfare and wellbeing Expected standard

Children benefit from a welcoming and nurturing environment, where staff prioritise their wellbeing. Staff know children well and build warm, supportive relationships with them. Children feel secure and confidently approach staff for reassurance or conversation.

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Children's welfare and wellbeing Expected standard

Care practices support children's health and wellbeing. For example, children are provided with nutritious snacks and have access to water throughout the session. Staff encourage children to make healthy choices and promote good hygiene routines, such as handwashing before eating. These routines help children develop an understanding of healthy lifestyles.

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Children's welfare and wellbeing Expected standard

Children enjoy opportunities to be physically active after the school day. The outdoor environment provides space for climbing, running and participating in games, such as football. These experiences support children's physical development and help them to relax and unwind after the school day. Staff are attentive to children's individual needs and work closely with families and the host school to ensure continuity of care. As a result, children feel safe, supported and develop a sense of belonging within the club.

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Inclusion Expected standard

Leaders promote an inclusive culture, where all children are welcomed and supported to take part fully in the life of the club. Staff work closely with the host school and families to gather relevant information about children's individual needs. This helps staff understand children's experiences during the school day and provide appropriate support as they settle into the club environment.

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Inclusion Expected standard

Staff know children well and adapt their approach to support individual needs. Leaders have accessed training to support children with specific health or developmental needs. For example, staff have completed diabetes awareness training to ensure they can support children with medical conditions safely and confidently. Staff regularly complete training linked to trauma-informed practice and supporting children's behaviour.

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Inclusion Expected standard

Leaders work in partnership with families and the school to ensure continuity of care. Information about children's wellbeing or incidents during the school day is shared with staff so they can respond sensitively and support children appropriately. Leaders maintain an awareness of children who may require additional support and demonstrate a clear understanding of how they would respond if children's needs change.

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Inclusion Expected standard

The club environment encourages all children to participate. Children of different ages play alongside one another and access a variety of activities, indoors and outdoors. Staff encourage children to share their ideas and make choices about how they spend their time.

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Leadership and governance Expected standard

Leaders provide clear direction and ensure the club operates smoothly on a day-to-day basis. They work closely with the host school and local community to support the provision and ensure children receive appropriate care. Leaders have a clear understanding of the strengths of the provision and seek feedback from children and parents to inform future development. For example, children contribute ideas for activities and events within the club. Positive partnerships are maintained with families and the host school. Communication between the school and the club help staff understand all children's needs and respond appropriately to information shared during the school day.

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Leadership and governance Expected standard

Leaders demonstrate a commitment to developing staff knowledge and skills. Staff access a range of training linked to safeguarding and children's wellbeing. This includes training in safeguarding awareness, trauma-informed practice and supporting children with specific medical conditions. Staff also hold paediatric first-aid qualifications. This helps ensure that staff understand their responsibilities for keeping children safe. They encourage staff to attend professional development opportunities and share information during regular staff meetings. Staff report that they work well together and support one another during sessions.

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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 at the club after the school day and are welcomed into a relaxed and friendly environment. Staff greet children warmly and talk with them about their day. Children are settled and confident as they move between indoor and outdoor areas and choose from a range of activities with their friends. Children benefit from this welcoming and inclusive atmosphere. They speak confidently with staff and with one another. Staff listen to children's ideas and encourage them to make choices about how they spend their time at the club. For example, children contribute ideas for activities and help shape the club rules each year.

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About this setting

Children enjoy the opportunity to be physically active after school. For example, some older children play football using a goal net in the outdoor area. They organise their own games and play cooperatively, showing fairness and consideration for one another. Younger children confidently use climbing and outdoor gym equipment. The large outdoor space allows children to move freely and expend energy after the school day. Staff supervise the area and interact positively with children during their play.

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About this setting

Children also enjoy quieter activities. For example, younger children sit closely with staff to share stories and look at books together. Staff respond warmly to children, encouraging them to talk about the pictures and share their ideas. Children are relaxed and comfortable in these interactions.

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About this setting

Children generally play well together using construction resources and other toys indoors. They enjoy building and creating alongside their peers. At times, younger children need adult support to access resources and manage minor disagreements. Staff intervene calmly and help children understand expectations, such as sharing and taking turns, so that everyone can continue playing.

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About this setting

Overall, children appear happy and comfortable in the setting. They play with their friends, enjoy the range of activities available and feel secure in the care of the staff team.

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Next steps

Leaders should organise resources and activities so that younger children can easily access play experiences suited to their stage of development. Leaders should support children to further develop their independence in resolving minor disagreements during play, to help them to negotiate with increasing confidence.

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About this inspection

The inspector spoke with leaders, practitioners, 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 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. Unique reference number (URN): EY414036

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Address:

English Martyrs RC School, Wycliffe Road Urmston MANCHESTER M41 5AH

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Address:

Type: Childcare on non-domestic premises

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Address:

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

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

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