Benhilton Kids Zone

Benhilton Kids Zone

Unique reference number (URN): 2812493 Address: Westbourne Primary School, Anton Crescent, Sutton, SM1 2NT Type: Childcare on non-domestic premises Registered with Ofsted: 25/09/2024 Registers: EYR, CCR, VCR Registered person: Barker, Jacqueline Margaret

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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 provide regular opportunities for children to play cooperatively. For example, children create obstacle courses and invite others to join, taking turns and following guidance from staff. This encourages teamwork, sharing and problem-solving skills while helping children build positive relationships with peers. Children with special educational needs and/or disabilities are supported to take part in these activities and form friendships, promoting inclusion and confidence.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote positive behaviour through expectations that are generally clear. They encourage children to wait and take turns, including during mealtimes and group activities. This helps children develop patience, cooperation and an understanding of fairness. Behaviour expectations are reinforced through discussions in children's council meetings and by displaying school rules within the setting, which helps children understand boundaries. For example, staff support children to manage disagreements during games by guiding them to talk through problems and take turns resolving conflicts. Leaders encourage regular attendance and prompt arrival, helping children settle quickly into routines. This ensures children feel welcomed and included, strengthening social skills and emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Staff respond sensitively to children's emotional needs. Children are greeted warmly on arrival, and staff comfort those who are upset, helping them feel secure and settled. Leaders ensure each child has a key person and a deputy, so familiar adults are always available, supporting trusting relationships and emotional security. Staff support children's emotional development using visual emotion cards and facial expression prompts. However, there are not as many opportunities for children to relax in quiet spaces after school, which means that some children find the setting a little busy and noisy.

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Children's welfare and wellbeing Expected standard

Children have regular opportunities to be active and take part in physical play if they choose. They climb, balance, kick balls and use hoops with staff supporting them to manage equipment safely. Staff encourage children to try new challenges, helping them build confidence, including those with special educational needs and/or disabilities.

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Children's welfare and wellbeing Expected standard

Staff help children develop independence through consistent routines. Children generally develop an understanding of healthy habits. They wash their hands before eating, make their own sandwiches and talk about what makes healthy food. The setting works closely with the school to adapt care routines to meet children's individual needs. For example, toileting strategies are aligned with school practices, ensuring that all children experience consistent support.

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Inclusion Expected standard

Leaders have clear systems in place for parents to share important information, including details about children's health and any additional needs when they start. Leaders create child 'passports' to record this information and review them regularly with parents. This helps staff keep support up to date and provide care that meets each child's needs. Staff know children well and use this information to respond to their individual needs effectively.

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Inclusion Expected standard

Staff use a range of inclusive practices to reduce barriers to participation. They adapt activities to suit different ages and abilities. For example, younger children use easier materials while older children access more complex resources. Staff provide a wide range of indoor and outdoor activities so all children can take part. Staff support communication using tools, such as Makaton and visual cue cards. They work closely with parents and schools to keep approaches consistent. For example, staff align toileting routines with school, helping children become more independent. Staff learn and use the same communication strategies as the school. This consistency helps children communicate more confidently. Leaders ensure that staff access training on special educational needs and/or disabilities. However, the current training taken is not yet fully aligned to the specific needs of the current cohort.

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Leadership and governance Expected standard

Leaders have worked hard since the last inspection to improve the provision. Leaders evaluate the provision and are reflective about their practice. New leaders are in place, and they have strengthened partnerships with parents and established an effective key-person system, supporting consistent care and collection routines. Leaders maintain effective communication with parents through digital systems and conversations. Parents report receiving regular updates, including photographs, and are invited to give feedback. Leaders actively seek and respond to children's views. Regular children's council meetings allow children to share ideas, such as requesting tablets. Leaders provide non-internet connected tablets and support children to manage turn-taking themselves, helping them feel listened to and develop a sense of belonging.

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Leadership and governance Expected standard

Leaders use regular supervision and professional dialogue to support staff development. Leaders encourage staff to choose training courses that interest them. Leaders generally match training to the needs of the children in the setting, ensuring staff are equipped to support children effectively. Leaders know how to use funding and partnerships with other professionals to improve outcomes for children, such as children in foster care. This coordinated approach ensures children receive consistent support and positive experiences.

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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 enjoy their time at the setting. Staff thoughtfully arrange routines and activities so children remain engaged and know what is expected. Children confidently put away their belongings, such as coats and water bottles, and make choices about where and how they want to play. Some choose to remain indoors, where staff provide a variety of activities, including board games, construction play, dolls' houses and imaginative play with superhero figures. Staff join in these activities, encouraging turn-taking and building positive

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About this setting

Unique reference number (URN): 2812493 relationships. Outdoors, children take part in ball games, climbing, balancing and rolling hoops, with staff helping them manage equipment safely and try new challenges.

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About this setting

Children also engage in creative activities. For example, they decorate plant pots and plant flowers to give as Mother's Day presents, cut out shapes and write labels or messages. These experiences promote creativity and children show a sense of pride in their achievements. Children with special educational needs and/or disabilities are included fully, developing independence and confidence.

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About this setting

Children take an active role in their routines. They make their own sandwiches at teatime, discuss healthy food choices and learn practical life skills. Staff encourage sharing, taking turns and following rules, helping children develop patience, cooperation and fairness. New children are paired with buddies to help them join in activities, fostering friendships and a sense of belonging. Leaders and staff work closely with parents and schools to align care routines, ensuring consistency and reducing barriers for all children.

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Next steps

Staff should engage in further professional development to enhance their knowledge and skills in supporting children with special educational needs and/or disabilities to meet children's needs even more effectively. Leaders should review the environment to ensure there are quiet spaces where children can relax in.

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About this inspection

The inspector spoke with leaders, staff, 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.

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Address:

Westbourne Primary School Anton Crescent Sutton SM1 2NT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Barker, Jacqueline Margaret

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Address:

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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