School Lane Kids Club

School Lane Kids Club

Unique reference number (URN): 206232 Address: Dronfield County Infant School, School Lane, Dronfield, Derbyshire, S18 1RY Type: Childcare on non-domestic premises Registered with Ofsted: 17/10/1996 Registers: EYR, CCR, VCR Registered person: School Lane Kids Club Committee

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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

Children behave well and are considerate and polite as they play together. As soon as children are collected from their classrooms staff engage them in conversations about their day giving them a warm welcome. They model the respectful behaviour they expect from children which helps children remain focused and calm. Children show a clear understanding of established safety routines, such as walking to the club together so everyone can be seen.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established consistent expectations for behaviour that are understood by staff and children. Staff model respectful interactions and adapt support in line with children's ages and stages of development. Staff show children positive relationships as they play alongside them. For example, staff share their time fairly between all children and give them time to talk as they play together in the role play kitchen. When children arrive at the club they are clear about the routines, which supports less confident children to feel safe and secure. Children who could face barriers to learning are fully included. For example, less confident children are supported to feel part of the club and try new activities as staff are sensitive to individual children's needs.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have planned the environment to promote children's independence. On arrival, children know to place their belongings in named boxes. They are then able to independently find their bags and coats before they go home. The club promotes punctuality and attendance. Leaders communicate daily with parents and the school about attendance and adapt sessions to meet parent's needs.

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Children's welfare and wellbeing Expected standard

Robust welcome and introduction arrangements enable leaders and staff to build a secure knowledge of each child. This ensures that each child receives a warm welcome and builds a secure relationships with their key person. Staff are attuned to children's individual needs and respond sensitively. For example, staff recognise when children require quiet time to regulate their emotions. They offer reassurance and calm support, helping children to feel safe and emotionally secure.

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Children's welfare and wellbeing Expected standard

Children enjoy opportunities to be physically active during the session. They are able to chose when they go outside to play. Outside children are able to climb, run, skip and participating in games, such as tennis. They learn new skills, such as how to skip using a rope. Staff patiently explain to children how to jump over the rope. These experiences support children's physical development and help them to relax and unwind after the school day. However, although staff effectively support children's understanding of allergies they do not consistently build on children's understanding of healthy eating. Consequently, children's ability to make healthy choices about food is not extended.

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Inclusion Expected standard

Leaders are typically committed to providing an inclusive service. They provide staff with a comprehensive training programme. This ensures staff have the skills, and are well equipped and confident to meet the differing needs of children in the setting. Leaders and staff gather detailed information from parents and carers, when children first start attending. They share information about children's needs when they collect them from school. This enables them to meet all children's individual unique needs and reduce any potential barriers to attending. All children feel secure within this busy setting.

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Inclusion Expected standard

Leaders and staff quickly adapt the environment and their interactions to meet all children's needs. They listen carefully to children's wishes and feelings to ensure everyone has the opportunity to engage in play that reflects their preferences. For example, children who prefer quieter activities have a relaxing area to read stories and share their favourite books. Staff respect children's communication styles and personality types in a way that celebrates their individuality. For example, staff responsible for the care of younger children make sure they engage in the child's chosen play, such as making pretend food together. They carefully monitor children's increasing confidence and adapt their interactions to provide ongoing support. This supports young children's confidence and sense of wellbeing.

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Leadership and governance Expected standard

Leaders are typically reflective and constantly develop their practice to improve the club. For example, they conduct daily risk assessment to ensure areas are safe for children's play. They ensure the perimeter of the site is secured before children are allowed outside to play and secure internal doors to prevent children entering areas, such as the kitchen. This ensures that children are safe and begin to understand how to keep themselves safe during their play as staff explain why they can not go outside to play until the gates are locked.

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Leadership and governance Expected standard

Leaders are committed to ensuring all children are able to access the club and work to support children who are less confident to feel relaxed about attending by adapting routines. For example, older children are able to choose where they play and access play with younger children if the wish. They work in close partnership with parents and the host school to understand and meet all children's needs.

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Leadership and governance Expected standard

Staff report that they are well supported by leaders. They appreciate the personal concern and support that leaders provide for their wellbeing. Staff meet regularly with leaders to discuss what works well and how some aspects of practice can be improved. They have access to a range of useful training, which reflects the needs of the children at the club. For example, staff have been able to enhance the support they offer children in emotional regulation as a result of recent training.

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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 are collected from their classrooms after their day at school by caring staff. Information is shared between school and the club about children's care needs and how their day has been. Children are welcomed into a relaxed and friendly environment at the club. Staff greet children warmly and talk with them about their day which supports children to quickly settled. Children are confident to move between indoors and the outside playground. They choose from a range of activities that cover all areas of learning. Children enjoy playing with their friends and in mixed age groups where older children support

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Address:

Dronfield County Infant School School Lane Dronfield Derbyshire S18 1RY younger children to have a go at new activities. For example, older children share their ideas as they make caterpillars from play dough and add legs and eyes. Staff encourage children to show pride in their creations as they show them to their friends around the table. This helps to build children's self-confidence and appreciation of other people's ideas. Children speak confidently with staff and with one another. Staff listen to children's ideas and encourage them to make choices about how they spend their time at the club. For example, children show staff how they can use chopsticks in the role play world kitchen.

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Address:

Children are actively involved in a variety of play activities throughout the session. They are involved in experiences reflect their ages and developmental stages. Children talk about different shapes as they complete puzzles and learn new mathematical language. They have areas specifically dedicated to quieter activities, such as drawing their own pictures which supports children's mark making skills. Children benefit from taking part in activities that reflect their interests. For example, they enjoy imaginative play with pirate ships and pretend to look for treasure. Children become highly involved in developing their own ideas and sharing these with their friends.

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Next steps

Leaders should further develop staff practice to motivate children to make healthy choices and decisions.

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About this inspection

The inspector spoke with the nominated individual, manager, staff, parents and children during the inspection. Type: Childcare on non-domestic premises

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About this inspection

Registered person: School Lane Kids Club Committee

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About this inspection

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