ClubsComplete at All Saints Primary School

ClubsComplete at All Saints Primary School

Unique reference number (URN): 2747750 Address: All Saints C P School, Ashby Road, Coalville, LE67 3LB Type: Childcare on non-domestic premises Registered with Ofsted: 14/09/2023 Registers: EYR, CCR, VCR Registered person: Clubscomplete Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Staff are friendly and supportive of children in their care. Children develop friendships and get along well together. Older children help younger ones at the club. Overall, children understand what is expected of them. For instance, they walk calmly through the building to reach the outdoor play area. They know that they must ask to be accompanied by an adult to the toilet area.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children are helpful to their friends and adults, for example, holding the outside door open to let them through. However, on occasions, staff do not provide clear routines to follow that will support their high expectations. One example of this is when there is no designated area for children's possessions to ensure they treat these respectfully and leave the floor clear of hazards. Typically, staff intervene swiftly with reminders when children forget the rules, such as where it is acceptable to play outdoors. Generally, they explain to children why certain behaviours are needed, such as for their safety. However, on occasions, they do not use their understanding of younger children's development to ensure that children start to manage their own behaviour. For example, staff do not consistently reinforce the club's golden rules and boundaries to guide them before they engage in activities and routines.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders ensure that parents understand the procedures to follow so that children benefit from regular attendance.

p.2

Children's welfare and wellbeing Expected standard

Staff work closely with the onsite school to ensure children are safe when moving between different areas. Leader ensure that systems are in place to collect and update information about children's dietary and any other needs. Staff promote children's independence well, including following good hygiene procedures such as handwashing. They use the key- person role to support young children to feel welcome and build their self-esteem. Staff provide activities that help children to get to know each other, such as when they collaborate in playground games.

p.2

Children's welfare and wellbeing Expected standard

Staff talk with children about making healthy choices. They provide cookery sessions where children find out about making nutritious items. They provide children with daily opportunities to be physically active outdoors. Children run vigorously across open spaces. They climb up and over a climbing wall, closely supervised by staff and explain why some routes are easier than others. Overall, they are learning about keeping themselves safe while they play. Staff encourage children to express their feelings in an appropriate way and praise their efforts when they do so. This helps children to feel emotionally secure at the club.

p.2

Inclusion Expected standard

Leaders and staff understand the importance of ensuring all children feel that they belong at the club. Staff complete appropriate training to prepare them to support any children who may face barriers to learning. They promote respectful behaviour and are positive role models. Currently there are no children with special educational needs and/or disabilities (SEND) attending the club. However, staff are aware of how and where to seek help from other professionals for children with SEND. They develop trusting relationships with children so that they can provide appropriate support and reassurance. Staff exchange information with teachers on site to ensure parents receive relevant updates at collection time. Close partnership working with parents and carers is well established. Parents are fully informed about children's experiences throughout the day at handover times.

p.2

Inclusion Expected standard

From the start, staff identify children's unique interests and needs and monitor these as they change. They adapt their planning for sessions to take account of children's likes and dislikes and to recognise their views. For instance, staff provide children's favourite resources on the days that they attend to help them feel welcome. They adapt activities according to children's ages and preferences. This helps to involve all children in the day-to- day running of the club.

p.3

Leadership and governance Expected standard

Leaders demonstrate a clear aspiration for the club's ethos, including their ambition for a highly inclusive environment. They show a secure understanding of how to work in effective partnerships with the onsite school. Leaders explain their commitment to improving provision. They regularly observe practice and identify and address some areas for improvement. One example of this is when leaders identified opportunities for staff to extend children's independence skills during routines, such as when preparing snacks. Children show confidence in contributing to snack time and leaders say that they are more fully engaged in the experience.

p.3

Leadership and governance Expected standard

Leaders provide a detailed induction for new staff to prepare them for their roles. Staff complete a variety of training, such as a programme with a strong focus on inclusion. Leaders use their knowledge and experience to support and guide the club. They are positive role models. Staff are confident in their responsibilities overall, and leaders support their wellbeing effectively.

p.3

Leadership and governance Expected standard

Parents value the ongoing communication from leaders and staff and their flexibility in meeting family needs. As well as daily conversations, parents' views are gathered regularly through questionnaires. Leaders use this feedback to help inform their decision-making about any changes. Parents say that they feel confident that their children are safe and happy at the club.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children typically arrive at the club smiling and eager to take part. They settle quickly to play, demonstrating that they feel confident and safe in the designated space. Staff regularly gather information from parents and teachers, which enables them to support children to settle in effectively from the start. They get to know children well and overall use this knowledge to plan activities that reflect their interests and their stage of development.

p.4

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

There is praise and encouragement for children to use good manners. Staff model saying 'please' and 'thank you' and remind children to do the same. They listen carefully to

p.4

About this setting

children's thoughts and ideas and respond sensitively. Children are involved by staff in making choices about their play, for instance, selecting from a choice of activities indoors and whether to play inside or out. Staff prioritise making all children feel included and valued, including those with barriers to engagement. For example, staff sometimes give additional responsibilities to children who are ready for these and tailor experiences to enable others to join in.

p.5

About this setting

Snack time is a sociable time, where children chat with staff about their day at school and family experiences. Staff promote opportunities for children to practise their independence. For instance, children set the table for their snack and clear away afterwards. They pour their choice of drinks. Children enjoy creating wraps using nutritious fillings, such as peppers and tomatoes, cheese and ham and follow this with fruit. Staff are attentive and engage children in meaningful interactions while they play. They offer children changes in pace, including quieter times with books and, by contrast, vigorous playground games where children collaborate together. Children play cooperatively, take turns and share resources, such as when they stick together sheets of paper to represent large numbers. They enjoy a wide range of activities, for example, construction, drawing, threading, jigsaws and board games. Children talk confidently with staff about their play.

p.5

Next steps

Leaders should support staff to review some routines to enhance children's abilities to meet expectations even more consistently. Leaders should ensure staff training in understanding children's behaviour is fully making an impact on their practice.

p.5

About this inspection

The inspector spoke with leaders, practitioners and children during the inspection.

p.5

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): 2747750

p.5

Address:

All Saints C P School Ashby Road Coalville LE67 3LB

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Clubscomplete Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:45

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.7