MFSE

MFSE

Unique reference number (URN): 2728169 Address: Hilltop Primary School, Hilltop Road, Rochester, ME2 4QN Type: Childcare on non-domestic premises Registered with Ofsted: 20/03/2023 Registers: EYR, CCR, VCR Registered person: Group 23 Services 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

All staff are positive role models and support children to behave well. Children are kind and respectful of each other, and follow the rules and boundaries. All children are patient and mature during turn-taking and team activities. This is demonstrated when children make their own paper aeroplanes and take it in turns to see whose plane flies the furthest. Children encourage and reassure each other, as they cheer each other on happily. Children play team games happily. For example, they work together to roll tyres and stack tyres during rolling races and stacking games.

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Behaviour, attitudes and establishing routines Expected standard

Children have some opportunities to be independent. This includes choosing what activities they wish to participate in and putting on their own coats. However, at times, staff do not provide consistent opportunities for children to be more independent, such as serving their own meals. Children play well together and enjoy each other's company. There are positive relationships between staff and children. For example, children happily seek out staff to join in with their games.

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Behaviour, attitudes and establishing routines Expected standard

Staff monitor children's attendance closely. They ensure that they follow up any unexplained or unplanned absences with teachers and parents and carers. This helps staff to ensure they can identify any potential patterns of attendance that may require additional support. Diversity and inclusion is prioritised by staff. They teach children about other cultural beliefs and festivals, such as the traditions of Ramadan.

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Children's welfare and wellbeing Expected standard

All children are very happy, settled and confident. Staff have successfully created a safe and welcoming space to ensure that they support children to come into the club happily and engage in their play opportunities. The club is inviting. Staff have thought out the organisation of the setting well to ensure that all children are engaged in something they enjoy upon arrival.

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Children's welfare and wellbeing Expected standard

Overall, staff engage children well. Children enjoy their company. However, at mealtimes, staff do not make the most out of interactions. This does not ensure that this part of the routine is more sociable and purposeful for children.

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Children's welfare and wellbeing Expected standard

There is an effective key-person system in place for early years children that supports all children to feel safe and secure. Children play happily with staff, who know children well. This helps them to plan and provide play experiences that they know children will enjoy, such as building games, drawing activities and team games such as football.

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Children's welfare and wellbeing Expected standard

Children have opportunities to be active and exercise, and also rest and participate in calmer activities. Staff provide children with healthy, hot and nutritiously balanced meals. Children know the importance of following health and hygiene practices, such as completing thorough handwashing routines.

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Inclusion Expected standard

Leaders and staff have a clear understanding of how they would swiftly identify the needs of all individual children, including children who may join with special educational needs and/or disabilities. This includes carrying out observations and liaising closely with teachers at the school and the school special educational needs and/or disabilities leads.

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Inclusion Expected standard

Staff monitor children's time at the club thoroughly. They make effective adaptations to support all children. For example, staff have recently reflected on the organisation of the room. As a result, they have implemented a quiet tent to provide children space to rest and engage in calm and quiet activities, if they feel they wish too.

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Inclusion Expected standard

Staff and leaders have established effective links with families and teachers at the school. This includes sharing key information about children and their day. Staff are confident that they would know who to seek advice and support from if they ever become concerned regarding a children's development and wellbeing.

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Inclusion Expected standard

Staff complete beneficial and individualised training to build on their knowledge and skills to further support all children and their learning and development.

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Leadership and governance Expected standard

Leaders have a comprehensive knowledge of their roles and responsibilities. They implement safe and appropriate practice effectively. This includes ensuring that all policies and documents are readily available to review. Leaders have created a safeguarding app to ensure that all staff feel up to date and supported at all times.

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Leadership and governance Expected standard

All staff establish positive relationships with parents and carers. They keep them informed about their children's day at school, if needed, and what they have enjoyed doing at the club. Parents speak positively about staff and club. They comment they would highly recommend the club to other parents.

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Leadership and governance Expected standard

Leaders ensure that staff are well supported and their work load is manageable.

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Leadership and governance Expected standard

There is a positive relationship between teachers and staff at the club. Leaders and staff share information about children's time at school and the club. This helps to provide a consistent approach to their shared care opportunities.

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Leadership and governance Expected standard

Staff evaluate their practice and understand the importance of doing so. They include the views and feedback from children, who take ownership of their club. This helps staff to ensure that children are happy and enjoy their time at the club. All staff carry out regular reading and research to help keep up to date and learn and implement new and exciting ideas. Staff attend training beneficial to their practice. This includes how to support children's mental health and wellbeing. Leaders identified areas for development, such as they are supporting staff to encourage children to be more independent.

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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, settled and confident in the safe, friendly and welcoming club. All children arrive excitedly and know and follow the routines. For example, they put their bags and coats away ready to wash their hands for mealtime. Children are engaged in their play opportunities. They have an active role in adding to the club's activity plans. This helps to make sure that all children have a sense of ownership and enjoy their activities during their time at the club. Staff know children's individual personalities, including their likes and

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About this setting

dislikes. This helps them to ensure they plan activities and provide resources that they know will interest children. This includes arts and crafts, board games and sport activities.

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About this setting

All children develop skills to support their future learning. This includes building on what they are learning at school. Staff ensure that they support children through a consistent approach to their learning and play at school. This includes staff liaising with teachers about any key topics and supporting children with their homework if they wish. All staff, including leaders, are highly reflective. They adapt activities and experiences to ensure that all children get the most out of their play opportunities. This includes extending or simplifying games, such as team running competitions.

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About this setting

Staff ensure that children enjoy and engage in their play opportunities. Children have a wide range of interesting play opportunities indoors and outdoors. This includes making jewellery, playing card games and enjoying dark discos with glow sticks. Staff have a high expectation of all children, including of their behaviour. As a result, all children behave well. This includes showing each other kindness and empathy. Children learn how to respect boundaries and follow rules. This includes knowing how to play safely during games.

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Next steps

Staff should encourage children to be more independent in completing tasks they are capable of doing themselves. Staff should be more interactive during mealtimes to ensure that it is a more sociable and purposeful part of children's routine.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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): 2728169

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Address:

Hilltop Primary School Hilltop Road Rochester ME2 4QN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Group 23 Services Ltd

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Address:

Operating hours: 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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