Playkidds at North Walkden Primary School

Playkidds at North Walkden Primary School

Unique reference number (URN): 2752020 Address: North Walkden Primary School, Worsley Road North, Worsley, Manchester, M28 3QD Type: Childcare on non-domestic premises Registered with Ofsted: 23/10/2023 Registers: EYR, CCR, VCR Registered person: Koolkarts Limited

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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

There are clear expectations for behaviour at the club, which all children understand. For instance, at tidy-up time, they stop what they are doing, and all help to tidy away the paper and card from the craft table. Children carefully pick up pieces of used paper off the floor and helpfully put them in the bin.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and respectful. The room buzzes with conversation and laughter as staff and children discuss the activities they would like to do or have done at school that day. Staff are positive role models. They use good manners and expect and encourage children to say please or thank you when appropriate.

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Behaviour, attitudes and establishing routines Expected standard

Children have lots of fun with their friends at the club. They learn to work cooperatively and to help each other. For example, children concentrate hard as they build tall towers of coloured bricks together. They pass extra bricks to their friends to add to the top and giggle together as the tower wobbles and falls.

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Behaviour, attitudes and establishing routines Expected standard

Overall, routines are appropriate for children's age and stage. However, occasionally, routines mean that children wait longer than necessary to wash their hands or choose their snack. At these times, children are not as well supported to maintain the behaviour expectations.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with the school to monitor children's attendance. Parents inform both the school and the club if their children will not be attending.

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Children's welfare and wellbeing Expected standard

Care practices meet the needs of all children. For example, staff know that some children need extra reminders to go to the toilet. This supports children to increasingly manage their own personal needs. Children are taught to wash their hands before they have a snack to avoid germs and not to eat food items they have used in their play, as they might not be clean.

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Children's welfare and wellbeing Expected standard

Staff know the children very well. Relationships are warm and caring, and staff support children in talking about their feelings and managing their emotions. Staff share good practice with the host school. This supports a consistent approach as children begin to manage their emotions and behaviour.

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Children's welfare and wellbeing Expected standard

Overall, children are well supported to develop an understanding of how to be healthy. They get lots of exercise and fresh air in the outside area. Staff and children talk about how to stay safe, both on and offline. For example, they discuss the importance of not giving personal details to strangers. Occasionally, however, children are not as positively supported in making healthy food choices. For example, at snack time, children who do not choose the fruit or vegetable snacks are then offered a less healthy alternative. This means that there is occasional inconsistency in the messages that children receive.

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Inclusion Expected standard

Leaders and staff are proactive in identifying when children may need extra support at the club. They provide thoughtful and sensitive adaptations that ensure all children feel safe, happy and engaged. For example, staff identify when children may need time out of the busier areas of the room to regulate their behaviour. Staff identify when children may have additional sensory needs and provide resources to support them to feel settled and focused. These adaptations ensure that all children are well supported to have fun and take part in all the activities and opportunities on offer at the club.

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Inclusion Expected standard

Leaders work in a positive partnership with parents and the school. They share key information and ideas around any additional support that children might need. This ensures consistency of approach between the club, parents and the school and supports children in feeling settled and secure.

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Inclusion Expected standard

Leaders ensure that staff benefit from a range of additional training, primarily focused on the needs of the children in the club. Staff report increased confidence in adapting the support they offer to children, for example, in helping them regulate their own behaviour and recognising their emotions.

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Leadership and governance Expected standard

Leaders are reflective in their practice and are keen to constantly develop and improve the club. For example, they have recently enhanced the support for newer members of staff. This ensures that all staff can effectively support children's play from the start.

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Leadership and governance Expected standard

Leaders have a clear commitment to supporting all children to access all the activities at the club and to feel safe and settled. They work in a close partnership with parents and the host school to understand and meet all children's needs.

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Leadership and governance Expected standard

Staff report that they are well supported by leaders. They appreciate the personal concern and support that leaders provide for their workload and wellbeing. Staff meet regularly with leaders to discuss areas of strong practice and areas for improvement. They have access to a range of useful training, which reflects the needs of the children at the club. For example, staff have been able to enhance the support they offer children in emotional regulation as a result of recent 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 keen to attend this lively after-school club. They are happy to see staff arriving to collect them at the end of their school day. There are well-established procedures in place for transitioning to the after-school club that promote safety and wellbeing. Leaders have created a warm and nurturing environment at the club. This supports all children to feel happy, safe and settled.

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

All children are well supported to take part in the activities on offer. Children concentrate hard as they make binoculars from cardboard tubes during a craft activity. Staff encourage

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About this setting

Unique reference number (URN): 2752020 the children to try threading the string through the binoculars independently. Even though this is fiddly, children keep trying hard. Staff are full of encouragement and praise, when the children succeed. This supports the development of children's self-confidence and independence.

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About this setting

Staff know the children very well. Relationships are positive and respectful. There are lots of interesting conversations about which activities the children enjoy most. Leaders and staff tailor activities to children's interests to engage them in play. For example, they know that children enjoy the story 'We're Going on a Bear Hunt'. Staff read the story in a highly engaging way. They support all children in focusing and engaging by passing around bottles filled with mud or water to match the story's words. Children excitedly chant the words of the story and enthusiastically squeeze and shake the bottles at the right time. This demonstrates their enjoyment and positive participation in the story.

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About this setting

Parents describe the club leaders and staff as 'reassuring and kind'. Leaders and staff work in a positive partnership with parents, sharing useful information. This ensures that all children's needs are met. Club leaders work in a positive partnership with the school and parents to ensure a consistent attendance pattern.

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Next steps

Leaders should further review and refine routines to further support children to achieve even higher standards of behaviour. Leaders should further develop practice to motivate children to make their own healthy choices, particularly in relation to healthy eating.

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About this inspection

The inspector spoke with leaders and staff 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:

North Walkden Primary School Worsley Road North, Worsley Manchester M28 3QD

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Address:

Type: Childcare on non-domestic premises

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Address:

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