Kiddi Day Kare Audenshaw

Kiddi Day Kare Audenshaw

Unique reference number (URN): 2731628 Address: Audenshaw Primary School, Ash Street, Audenshaw, Manchester, M34 5HG Type: Childcare on non-domestic premises Registered with Ofsted: 01/06/2023 Registers: EYR, CCR, VCR Registered person: KDK Lettings Ltd

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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 Needs attention

Staff provide a positive environment and implement a daily routine that helps all children to transition smoothly throughout the setting. They provide activities that promote children's interests. However, younger children, who sometimes lack engagement in their play, are not fully supported to develop positive attitudes towards their play. For example, at times, younger children spend time at the club on their own. Staff recognise this and are currently reviewing ways to promote younger children's engagement. However, this is at an early stage.

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Behaviour, attitudes and establishing routines Needs attention

Staff are positive role models. They build warm and trusting relationships with children. Staff support children to develop autonomy at the club. For example, children have contributed to their own set of key rules. This helps them to develop an understanding of their behaviours and how to keep safe. Children play cooperatively. They have fun as they engage in group games together, such as snakes and ladders. Children develop respectful relationships.

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Behaviour, attitudes and establishing routines Needs attention

Staff promote regular attendance at the club. They sign children in and out each day. Staff work closely with the school to identify patterns of attendance and work with parents to ensure that children settle well.

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Children's welfare and wellbeing Needs attention

Leaders have procedures in place to support children's individual needs. They are reviewing their menus to ensure they meet the meet the needs of all children, in particular those who have allergies. However, the menu is not always nutritionally balanced and healthy. For example, children are sometimes provided with snacks that are high in sugar. Furthermore, there are inconsistencies in hygiene practices as children are not consistently encouraged to wash their hands before snack times. This does not fully support children to develop an understanding of good health.

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Children's welfare and wellbeing Needs attention

Staff create a safe and welcoming environment, where children enjoy playing and socialising with their friends. Children develop secure relationships with staff and demonstrate they feel safe at the club. For example, children seek out their key person to play games with them and they engage in back-and-forth conversations. Staff support children to express their emotions and staff are happy to provide cuddles when children feel sad.

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Children's welfare and wellbeing Needs attention

Children spend time outdoors in the fresh air, where they develop their physical skills. For example, children show good hand–eye coordination as they bat the ball to each other. Children develop their football skills as they kick the ball into a net. Children develop strength in their muscles and good core strength.

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Inclusion Needs attention

Leaders have not taken enough action to ensure that all staff have a secure understanding of how to support children with special educational needs and/or disabilities (SEND) and those who face other barriers to their learning and wellbeing. Some staff have attended training around SEND but this has not been effective. For example, staff cannot recall what they have learned and do not understand how to implement a graduated approach to support children.

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Inclusion Needs attention

Leaders have procedures in place to work with the host school, to share information about individual children in order to provide continuity. However, staff are not fully clear on their individual responsibilities.

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Inclusion Needs attention

Staff provide all children with the same warm welcome. Staff gather information from parents and carers, and schools, so that they have an understanding of children's individual needs. Staff plan and provide activities based on children's interests. They organise the provision so that children of different ages, abilities and stages participate together.

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Leadership and governance Needs attention

Staff explain they enjoy working at the club and have recently seen improvements in the support they receive. Although leaders implement safe recruitment procedures, weaknesses in the accessibility and availability of staff suitability records limit the effectiveness of these arrangements.

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Leadership and governance Needs attention

Leaders understand the club's strengths and their areas for development. They have begun to take action to improve the wellbeing of staff at the club. Leaders have recently implemented weekly sessions for staff to support their wellbeing and workload. However, the system that has been put in place is new and does not sufficiently focus on providing the targeted coaching that staff need. Furthermore, leaders have systems in place to support staff's professional development. Staff attend mandatory training, such as safeguarding. However, professional development opportunities do not fully further staff's knowledge, roles and responsibilities in the club.

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Leadership and governance Needs attention

Leaders work closely with the host school regarding children who may face barriers to their learning or wellbeing and have procedures in place to support children, and families. Parents explain their children enjoy attending the club.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

There are some weaknesses in the organisation of the setting, These relate to the support for staff, the maintenance of required documentation and the arrangements to promote healthy eating. Leaders have been proactive in meeting the action from their last inspection and have improved how they check the ongoing suitability of staff, who work at the club.

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

The staff team has built a welcoming and engaging environment, which captures children's interests. As children enter the club, they settle quickly and are eager to play with their friends. Children feel happy and safe at the club. They join in regularly with group activities and games. Children smile and laugh as they score goals in the football nets. Children develop good independence skills at the club. They help to suggest items for the club menu, confidently choose their own activities and place their belongings away when they arrive. Children are confident in their choices and are developing their emerging decision-making skills. However, the menu and snacks provided for children are not always healthy, balanced and nutritious to support their good health.

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

Children develop secure relationships with staff and benefit from warm interactions. For example, children engage in back-and-forth conversations with their key person about their school day. Children develop a sense of value and belonging at the club. They sign themselves in and receive regular positive praise from staff. This boosts their self-esteem. Leaders promote regular attendance for children to ensure continuity in children's learning and play.

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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 actions by the assigned date:

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Action Completion Date

ensure all records are available and accessible to those who need to see them and to ensure the safe management of the setting 23/04/2026

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Action Completion Date

ensure children receive meals, snacks and drinks that are healthy, balanced and nutritious 23/04/2026

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Action Completion Date

ensure staff undertake appropriate professional development opportunities that ensure children's learning, development and happiness 23/04/2026

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Action Completion Date

put in place supervision arrangements to ensure all staff are provided with support and coaching to further develop their knowledge and skills 23/04/2026

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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, known as the early years foundation stage.

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Address:

Audenshaw Primary School Ash Street Audenshaw, Manchester M34 5HG

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 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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3 to 11

We carried out this inspection as a result of a risk assessment, following information we received about the provider. The provider will be able to give parents further information about this.

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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

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

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

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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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