Maxi's Out of School Club

Maxi's Out of School Club

Unique reference number (URN): EY478169 Address: 92 Hailgate, Howden, Goole, DN14 7SZ Type: Childcare on non-domestic premises Registered with Ofsted: 15/05/2014 Registers: EYR, CCR, VCR Registered person: Munchkins Day Nursery (Selby) 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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Inclusion Expected standard

Leaders have a suitable knowledge of how to support any children with special educational needs/and or disabilities or any children who may face barriers to their learning. They have attended relevant training to extend their knowledge and update their understanding in this area. Leaders understand the differing needs and support of children who attend the setting and how to identify and assess any support that children may require. They work well with other settings children attend to obtain an overview of children's day and to understand any incidents that may have an impact on children and their behaviours. Leaders understand how to contribute and share information with other agencies and parents in seeking external support for children.

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Inclusion Expected standard

Leaders understand how they can offer support to children and adapt routines to help them. They think clearly about how changes in routines can have an impact on children, and they plan for consistency to support children and staff in reducing any challenges for children, such as on school collections. Leaders plan and implement support for children to help them to express their feelings and emotions. Staff have lanyards with pictures of emotions to support children in identifying how they feel, which helps them to communicate and helps staff to support them in the setting.

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Behaviour, attitudes and establishing routines Needs attention

There is currently no key-person system in place, which is a breach of requirements of the 'Statutory framework for the early years foundation stage'. This means children do not have a designated adult to go to, who has a specific and individualised understanding of the needs of each child, to consistently tailor support for them at their time at the setting. There are effective procedures to monitor children's attendance. Staff find out from schools the reasons why children may not be attending, and there are effective procedures in place to check on children's wellbeing when they do not attend.

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Behaviour, attitudes and establishing routines Needs attention

Staff support children's behaviour well. Consistent boundaries are set, and staff explain to children, at their level of understanding, the impact their behaviour can have on others. This helps children to understand the reasons behind rules and remind them of the correct way to behave, such as using 'kind hands'. Children show they have developed warm relationships with staff. They talk to them about their day and engage them in activities and playing games. Children learn to take turns as they play snakes and ladders, and staff support them to understand the rules of the game. Children show collaboration as they share the magnetic letters with their friends.

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Children's welfare and wellbeing Needs attention

Children are not assigned a key person to help them foster relationships through the support of a consistent adult and strengthen settling-in procedures when children begin attending the setting. Staff help children to learn how to keep themselves and others safe. They talk to children about risks on the walk back from school and teach them how to cross roads safely. Staff help children to learn about healthy practices. They teach children to wash their hands thoroughly using soap and water and to check to see if they need a second wash. Children do this independently after painting or before snack, showing they understand the importance of good hygiene routines. Children have access to daily outdoor play and fresh air. They run around and take part in more physical activity, such as playing football, benefiting their health.

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Children's welfare and wellbeing Needs attention

Children are very familiar with routines of the setting. When they arrive back from school, they put their coats and bags away and are ready to play. They sit nicely as they eat, and staff sit with them. They talk to them about their day and supervise them well to ensure they remain safe when eating. Staff support children well to learn about and talk about their emotions and the impact these can have on others. This helps support their wellbeing.

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Leadership and governance Needs attention

Leaders have not ensured that all requirements of the early years foundation stage are met. There is no key-person system in place so that parents have a consistent member of staff to go to when they need to talk about their children and any support they may need to meet their individual needs. Leaders ensure that staff undertake appropriate training, such as safeguarding, to ensure they develop their knowledge to keep children safe. Recruitment procedures ensure that appropriate checks are undertaken on new staff to ensure they are suitable to work with children. Regular meetings give staff opportunities to be included in decisions, and staff report that they feel supported.

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Leadership and governance Needs attention

Leaders ensure they evaluate what they provide for children and make improvements. For example, they have had a shelter built in the outdoor play area. This has improved children's access to outdoor play, where they benefit from fresh air and more physical play. Staff know how to support children who may have barriers to learning and adapt routines to meet their needs. Parents receive information, for example through daily chats and newsletters to help them understand the daily care of their children.

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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

Leaders have not ensured that all requirements of the early years foundation stage are met. Children are not assigned a key person to strengthen links with parents and support for each child. Children have a safe environment to play in. Good security measures are in place, and staff have effective procedures to ensure children are kept safe on the walk from school to the club. Children learn the importance of safe procedures as they practise fire evacuations regularly. Staff praise children for positive behaviour, which helps to build children's self-esteem. For example, they reward them as they present them with a

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Inspector:

Duncan Gill certificate for good walking on the way back from school. Children show pride as they receive this.

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Inspector:

Children build their independence and confidence. They take on tasks, such as handing out plates and cups at snack times and competently use tongs to select their food as they enjoy their healthy snack. Children enjoy attending the out-of-school club. They build positive relationships with other children as they roll hoops to each other. They learn to show care and concern for others and to follow rules. For example, staff remind them to be careful of others as they kick a ball outside, and children respond well. They help to tidy away and begin to take responsibility for their environment.

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Inspector:

Staff support children to learn about things of interest to them and plan activities alongside children's interests. For example, children enjoy learning about the winter Olympics and take part in craft activities linked to this topic. Staff take part in games and activities with children. They are interested in what children tell them about their day, and children want to involve them in their play, showing positive social skills.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

implement a key-person system to ensure children and parents have a consistent adult to help support children and tailor care to meet their individual needs. 31/03/2026

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About this inspection

The inspector spoke with leaders, the special educational needs coordinator, practitioners and parents.

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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:

Type: Childcare on non-domestic premises

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Address:

Registered person: Munchkins Day Nursery (Selby) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:30,Wednesday,Thursday,Friday : 07:15 - 18:30

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Address:

Local authority: East Riding of Yorkshire

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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. 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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