Mill House Club, Riccall

Mill House Club, Riccall

Unique reference number (URN): EY548959 Address: Riccall Cp School, Coppergate, Riccall, YORK, YO19 6PF Type: Childcare on non-domestic premises Registered with Ofsted: 18/07/2017 Registers: EYR, CCR, VCR Registered person: Mill House Club 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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Inclusion Strong standard

There are highly effective systems and strategies in place to support all children. This includes children with special educational needs and/or disabilities (SEND). Regular routines mean children know what is coming next. This helps children feel secure, especially for those children who struggle with changes to routines. Staff set up activities they know children will enjoy. This helps children to feel calm as there are activities that they recognise. Staff are proactive in supporting children through any periods of changes. They put plans in place to ensure children are introduced to new members of staff.

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Inclusion Strong standard

Staff work with teachers to understand children's needs. They share ideas and care plans on how children with SEND can be supported most effectively. This ensures a consistent approach to strategies to support children.

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Inclusion Strong standard

The special educational needs coordinator has completed training to help them understand and fulfil their role effectively. Staff are supported to recognise if children do need additional support. They work closely with parents and teachers to put effective support systems in place and share their knowledge of the children.

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Behaviour, attitudes and establishing routines Expected standard

Staff use positive strategies to gain the attention of children. For example, staff shake a tambourine to re-engage them in the session. Children's attention then remains focused on staff as they explain what will be available throughout the session. Any incidents are dealt with effectively and in a way that considers the wide variety of age groups. Younger children's positive behaviour is re-enforced with praise for their 'good choices'. Older children are encouraged to discuss their actions and are supported to reflect on these. Children's positive behaviour is rewarded. Children place tokens in a reward jar and work towards treats for the out-of-school club, such as a movie night.

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Behaviour, attitudes and establishing routines Expected standard

Several changes have been implemented since the last inspection. Newly established routines on arrival help children know what to expect. Children engage in calm activities, like colouring, on arrival, although younger children find this difficult as they are expected wait the longest to access the club. That said, routines ensure staff can complete handovers with teachers and accurately register children's attendance. Out-of-school club staff work with teachers to follow up any non-attendance in line with their policies and procedures.

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Behaviour, attitudes and establishing routines Expected standard

At other times within the session, children are also expected to wait for long periods, such as in lines waiting to wash their hands or to go outside. While these routines generally meet the needs of older children, they can be more challenging for the youngest children, resulting in unwanted or challenging behaviour.

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Children's welfare and wellbeing Expected standard

On arrival to the out-of-school club, children are encouraged to think about how they are feeling. Children do this by sitting at the table with the relevant sign to show how they are feeling. Staff then explore with children their feelings and encourage them to talk openly. For example, they can discuss if they are feeling tired, sad or frustrated about something.

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Children's welfare and wellbeing Expected standard

Staff work with children to help them learn the skills to keep safe. They try hard to ensure children follow the rules within the out-of-school club to keep safe. For example, when children try to climb on the school apparatus in the hall, responsive staff quickly encourage them down. Staff also teach children about how to stay safe online at home when using devices. This work is ongoing and takes place alongside online safety days to discuss the subject in more detail. Information regarding online safety is also shared with parents. There are clear mobile phone policies in place for both staff and children.

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Children's welfare and wellbeing Expected standard

Clear policies and procedures are now in place to ensure regular headcounts and children are adequately supervised. Procedures are well understood and implemented by staff. Staff encourage handwashing before meals to promote good hygiene. The youngest children are supported where required.

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Leadership and governance Expected standard

There have been changes within the leadership team since the last inspection. Leaders have implemented new procedures and routines to ensure the safety of children. Effective changes to the routine ensure a calm space when children first arrive.

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Leadership and governance Expected standard

There are effective partnerships with parents. Leaders seek feedback on how the out-of- school club can be improved and act accordingly. For example, parents of younger children would like more information about what their children have eaten. Leaders already have plans in place to begin recording this information. Leaders are proactive in making changes to support engagement with parents. Recent changes mean information to parents is sent through an online app. This has improved communication and the quality of information that is shared with parents.

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Leadership and governance Expected standard

Leaders are passionate about mentoring and teaching staff, who are new to the setting. Induction processes ensure new staff complete a range of mandatory training courses and they are supported by mentors. Leaders should continue to develop and embed this induction process to ensure staff are fully familiar with their roles and responsibilities. In addition, leaders should continue to support less-experienced staff and develop their mentoring practice further to ensure staff are not given too much responsibility before they are ready.

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Leadership and governance Expected standard

The out-of-school club works effectively with the school in which they are based. They discuss policies such as the mobile phone policy and this helps to ensure a consistent approach between the school and the out-of-school club.

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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 and have formed warm and trusting relationships with staff. On arrival to the out-of-school club, children excitedly approach staff, give them hugs and tell them about their days. There have been a number of changes to ensure the space is calm when children arrive at the out-of-school club. Children are kept safe throughout the session. Walkie-talkies help staff to communicate with each other throughout the session and conduct regular head counts. Staff follow up any non-attendance with the school and parents.

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Address:

Riccall Cp School, Coppergate Riccall YORK YO19 6PF Leaders and staff embrace the uniqueness of every child and know them, and their needs, particularly well. Staff have a good understanding of how to support children with special educational needs and/or disabilities. They put effective strategies in place to support them.

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Address:

Older children help out with the preparation of snacks and help staff to set up activities. Younger children are also given small tasks to give them a sense of responsibility. Engaging activities are planned, which are fun for children of all ages. Children enjoy taking part in a craft activity involving sponges and paints. They are free to be as creative as they would like, while working towards a shared goal. Children enjoy daily access to the outside areas of the school. The outside areas are risk assessed by leaders to ensure they are safe. Boundaries are put in place when necessary and staff explain these boundaries to children. Children are delighted when they can play on the school field.

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Next steps

Leaders should further develop the routines so they meet the needs of all children considering their individual ages and stages of development. Leaders should continue to develop and implement the induction and mentoring systems in place.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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. Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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