SmileyArk Kids - Crayford

SmileyArk Kids - Crayford

Unique reference number (URN): 2772613 Address: St. Joseph Rc Primary School, Old Road, Crayford, Dartford, DA1 4DZ Type: Childcare on non-domestic premises Registered with Ofsted: 13/02/2024 Registers: EYR, CCR, VCR Registered person: SmileyArk Kids CIO

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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

Staff aim to make sure that the school club is a positive environment for all children. The breakfast club provides a healthy breakfast of fruit and cereal. There are relaxing games on offer so children have a positive start to their school day. After school, the staff recognise children need time to have fun with their friends after a busy day of learning. Staff form effective relationships with the children and are keen to join in their play. Children are proud to show off the models that they have made and they receive lots of praise from staff.

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Behaviour, attitudes and establishing routines Expected standard

There are clear expectations in place for children's behaviour. These mirror and support the boundaries children use in school. For example, children do not shout across the room and know that they are not allowed on the stage. Most of the time, children adhere to these boundaries. However, sometimes during transitions they have to wait and become restless. Staff need to remind the children of the rules and encourage older children to be role models for the younger children. Staff reward children for positive behaviour with a small treat. Children are very excited and eager to show their parents on pick up.

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Children's welfare and wellbeing Expected standard

Staff use the relationships that they have with children to make sure that they feel safe and secure at the club. They check on their wellbeing and find out about their day. Children know that staff listen to them. For example, when children are partway through building model cars, staff place them on the shelf when they pack away. They make sure that they are available for the children to finish off the next time that they attend. Staff create a display board with pictures of children's artwork and photos of them playing with their friends. This helps create a strong sense of belonging.

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Children's welfare and wellbeing Expected standard

During mealtimes, children offer to serve the food to the other children. They pass out the plates and then fill them with fruit and salad. Children enjoy this sense of responsibility. It helps to create a culture of collaboration and friendship. Most of the time, staff take children's individual needs into consideration. They get out specific activities that the youngest children will enjoy. For example, they complete puzzles and play with dolls, dressing them and brushing their hair. However, they need to consider waiting times during transitions as this is when children get restless.

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Inclusion Expected standard

Leaders work with families to find out about children's interest and needs before they start. This helps them make sure they provide an inclusive environment for everyone. They build positive relationships with the teachers from the school site on which they operate. Staff communicate daily with teachers of the children who they care for. For example, they share support needs and discuss effective behaviour management strategies. Parents feedback that they receive verbal updates on pick up. They know how well their children have eaten and receive information that school ask them to pass on. Children benefit from this collaborative approach, especially those with special educational needs and/or disabilities. Children learn about the vibrant and diverse culture in their local community. Every session, there are arts and crafts that cover a range of festivities. For example, they make lanterns during Diwali, and winter themed creations at Christmas. Children feedback that they enjoy

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Inclusion Expected standard

the crafts on offer, and they link into what they have been doing at school.

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Leadership and governance Expected standard

Leaders use their extensive knowledge of working with children to make sure that the school club is exciting, warm and safe. They put the needs of children first and support the communities in which they operate, including those who face disadvantage. Leaders have a clear understanding of safer recruitment procedures. They weave this into a robust induction programme that all staff receive. This helps staff have a shared ethos that puts children first. Everyone completes mandatory training. Alongside this, staff highlight to leaders specific professional development to support their work with children. For example, staff have received help on behaviour management strategies. Leaders recognise that this an area for improvement and staff have started to embed some of their learning already. This has supported staff to feel more confident in their practice.

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Leadership and governance Expected standard

Staff feedback that they are very happy working for the club. They praise and appreciate that leaders have a focus on their wellbeing. Staff enjoy team building days, for example trips to the theatre. This builds a happy and supportive staff team. This benefits children as staff work in harmony and collaboration together.

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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 with excitement to the out-of-school club, where they meet the friendly team. Children give the staff high-fives and are eager to meet up with their friends. They are happy to be there and develop positive attachments with everyone. Staff think about the environment and how to set it up to meet the needs of the different ages of children who attend. They take their interests into consideration, rotating equipment to keep them engaged. For example, if children are partway through a construction or art project, staff make sure they are available for the children to finish.

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

Children follow routines that promote their care of belongings and the club environment. They swiftly put their belongings to the side and settle for welcome time. The session starts with a show and tell. The children show their latest artwork to their friends and receive rounds of applause for their efforts. Staff remind children of the rules before they go off to play. Staff support and interact with children well. For example, they help them complete a tricky puzzle and problem solve how to make the marble run connect.

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

There is a sharp focus on health and wellbeing. Staff ensure that they provide children with a healthy tea. There are always plenty of fruit and vegetables on offer alongside drinking water. Children are able to be physically active in every session. For example, they can play in the playground and have a large space for team games. When children ask to dance, staff put on music videos and play musical statues with the children. They giggle and laugh as they show off their dancing skills.

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Address:

St. Joseph Rc Primary School Old Road, Crayford Dartford DA1 4DZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45

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Next steps

Leaders should review routines and enhance transitions to help support children's behaviour during these times.

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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, knows as the early years foundation stage. 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. 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 .

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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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