The Hive Before And After School Club

The Hive Before And After School Club

Unique reference number (URN): 2750219 Address: St. Malachys School, Eggington Street, MANCHESTER, M40 7RG Type: Childcare on non-domestic premises Registered with Ofsted: 28/09/2023 Registers: EYR, CCR, VCR Registered person: The Hive Before And After School Club 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 Strong standard

Children demonstrate consistently positive behaviour. They show a deep understanding of the club's expectations and follow routines very independently. For example, children respond promptly when staff signal for their attention. They tidy resources happily before moving to another activity. Routines are very well embedded and support a calm and orderly environment. Children show high levels of engagement. They choose activities purposefully and sustain their concentration. Older children read quietly or complete homework, while younger children explore play materials with interest. Children cooperate exceptionally well and play harmoniously across different age groups. They are polite, respectful and considerate of others. For example, children hold doors open for their friends. Staff support turn-taking through clear and fair systems.

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Behaviour, attitudes and establishing routines Strong standard

Children's voices are well represented within the club. They contribute ideas for activities and make choices about how they spend their time. This supports their independence and sense of belonging. The club promotes positive routines and expectations, including punctuality and attendance. Children arrive promptly, settle quickly and engage in activities without delay. Staff monitor children's attendance very carefully. They follow up quickly on any changes or delays in collection. This helps to ensure children attend regularly and benefit fully from the provision. Staff set very clear boundaries and model extremely calm behaviour. They use consistent approaches that help children to regulate their own behaviour. Children behave so well that there is little need for adult intervention. Transitions are smooth and well managed. Children move between indoor and outdoor spaces without disruption. The positive culture within the club supports children to feel very confident and

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Children's welfare and wellbeing Strong standard

Leaders and staff prioritise children's welfare and wellbeing. Staff create a calm and nurturing environment, where children feel safe and supported. They know children well and respond sensitively to their individual needs. Staff support children to manage their emotions effectively. For example, they help children who experience difficulties to settle and engage in activities. This supports children to feel very secure and ready to participate. Children benefit from healthy routines. Staff provide them with balanced meals, including wraps, pasta and fresh vegetables. Children develop independence as they clear their plates and manage their own hygiene routines. Excellent hygiene practices are embedded.

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Children's welfare and wellbeing Strong standard

Children wash their hands before meals and after toileting. They understand why this is important. Staff explain routines in ways children understand, which helps to prevent infection and supports children's growing independence. Staff respect children's privacy. There are separate toilet facilities for boys and girls available. These are clean, well maintained and inviting. This supports children to feel comfortable and confident in managing their personal care.

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Children's welfare and wellbeing Strong standard

Effective safeguarding arrangements are in place. Staff understand the signs that may indicate a concern and know how to respond appropriately. They follow clear procedures to

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Expected standard

report concerns and work closely with the school to share relevant information. Systems for collecting children are secure, including procedures for signing in and out. Children's health and safety are very well supported. The environment is clean, well organised and safe. Children access both indoor and outdoor spaces confidently.

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Inclusion Expected standard

The club promotes an inclusive environment, where children feel welcome and valued. Staff know children and their families well. They respond well to children's individual needs. Staff gather information through daily observation, discussion with families and conversations with the host school. Leaders identify emerging or changing needs appropriately and seek advice from external professionals where required. Children who speak English as an additional language receive effective support. Staff listen to children read and help them to develop their speech when reading.

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Inclusion Expected standard

The environment is organised to support all children to engage. Activities are well planned and accessible to different age groups. As a result, children participate fully and remain engaged. Children who may find it more difficult to regulate their behaviour are calm and settled within the club. Staff give children choice and autonomy. Children decide whether to take part in activities, complete homework or play outdoors. Staff respect children's choices while encouraging positive habits, such as regular reading. Children contribute to the running of the club. They suggest activities and have an input into menus. Staff respond to these ideas, which helps children to feel included.

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Leadership and governance Expected standard

Leaders provide a welcoming and well-organised club that meets children's needs. They have a clear vision to create a nurturing environment, where children can relax after the school day. Leaders understand the needs of the local community. They recognise that many families are working and ensure that the provision supports children and their parents and carers. For example, staff support children with reading and homework, which helps families to manage time at home.

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Leadership and governance Expected standard

Partnership working is strong. Leaders work closely with the host school to ensure continuity for children. Information is shared effectively between staff, school and parents. For example, messages from teachers are recorded and passed on to parents. Staff are supported to carry out their roles. They complete required training and understand key procedures, including safeguarding. Leaders monitor the provision to ensure it runs smoothly and safely. Leaders are in the early stages of developing the provision. However, while systems are secure, staff have not targeted professional development to develop staff's knowledge and extend their practice further.

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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 arrive happily and settle quickly into this warm and welcoming club. They are greeted by familiar staff, who know them well. The environment is calm and organised. Children move confidently between activities and understand the routines. They behave respectfully and show consideration for others. Children enjoy a wide range of well-planned activities. Younger children access small-world play, role play and creative activities. Older children choose from construction, reading and craft activities. Staff organise resources carefully so that children of different ages can access them independently. Children play

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About this setting

Unique reference number (URN): 2750219 cooperatively across age groups and include one another in their play. Staff provide a range of activities that meet children's interests, ages and stages of development. For example, children are excited to decorate their rolls to create Easter chicks. Leaders use information from the host school to plan activities that reflect what children are learning, which supports continuity in their experiences.

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About this setting

Children feel safe and secure. Staff create a nurturing atmosphere, where children can relax after the school day. For example, children who have experienced difficulties during the day receive support to settle and regulate their emotions. Children approach staff confidently and engage in conversations about their day. They develop positive attitudes to their play. Many children choose to complete homework or read during the session. Staff support this by listening to children read and helping them to practise key skills, such as pronunciation. This is particularly helpful for children who speak English as an additional language. Children take pride in their achievements and enjoy sharing their work. Staff respond to children's suggestions, which helps children to feel valued. Children also learn to take responsibility. For example, they tidy resources independently and help to clear away after meals. Children benefit from access to outdoor play and enjoy using the school's equipment.

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About this setting

They play energetically and return indoors calmly. Children are happy and settled. Many children are reluctant to leave at the end of the session as they are enjoying their time in the club.

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Next steps

Leaders should develop a more targeted approach to staff development, to extend staff's knowledge beyond statutory training and further strengthen the quality of provision.

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About this inspection

The inspector spoke with leaders, 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 provision that is registered on the Early Years Register. The registered person must ensure that this provision complies with the statutory framework for the children's learning, development and care, known as the early years foundation stage.

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Address:

St. Malachys School Eggington Street MANCHESTER M40 7RG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Hive Before And After School Club Limited

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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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