Minichampions Club limited

Minichampions Club limited

Unique reference number (URN): 2762566 Address: Ground floor 1 Whitehorse Lane, South Norwood, London, uk, SE25 6RD Type: Childcare on non-domestic premises Registered with Ofsted: 14/12/2023 Registers: EYR, CCR, VCR Registered person: Minichampions 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 Expected standard

Leaders establish clear routines that encourage children to thrive. They form secure, positive relationships and attachments with children. Generally, children follow routines and listen well. Leaders model the behaviour that they expect to see across the provision and gently reinforce the rules and routines they would like children to follow. For example, leaders remind children to sit safely on their chair, which supports children's understanding of their own safety and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Leaders support children to use good manners and they praise them for their positive attitudes to learning. They implement personalised strategies that they know children will respond positively to. For example, leaders give children notice of transition by counting down from 5. This helps children who struggle to follow rules and routines by supporting their individual needs and keeping them safe. Leaders share upcoming events and special experiences with parents, which encourages children's regular attendance.

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Behaviour, attitudes and establishing routines Expected standard

Children engage in activities collaboratively. They talk confidently with each other and staff about what they are doing. Staff use a visual timetable that shows children what they can have to eat at teatime and also the activities on offer afterwards. Staff encourage children to share and take turns, for example they say 'show me how we share' as a positive reminder during group activities.

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Behaviour, attitudes and establishing routines Expected standard

On some occasions, children need reminding more than once to follow a given instruction. For example, staff ask children to tidy up, some children do it straight away, while others avoid the tasks they do not want to get involved in.

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Children's welfare and wellbeing Expected standard

Leaders and staff prioritise children's health and wellbeing and support them to develop good hygiene routines. For example, children know they are expected to wash their hands upon arrival. Younger children who are reluctant to talk are encouraged to communicate using sign language. Staff use a visual timetable to support children to become familiar with and follow routines.

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Children's welfare and wellbeing Expected standard

Staff support children to settle at their own pace and encourage them to try foods they like during snack time. Leaders engage in cooking and baking activities with children. This increases children's knowledge of different ingredients and encourages them to try new foods.

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Children's welfare and wellbeing Expected standard

All children sit together at the table to make their tea. Staff meet children's individual dietary requirements effectively. They support children in choosing healthy sandwich fillings and in discussing the importance of healthy eating. Staff sit with children while they eat, to support safer eating. They talk with children about what they have had for lunch and encourage them to use good manners. Staff ensure children drink water regularly; however, they typically pour it for them. This does not fully support children's independence. Leaders support children in understanding personal safety, for example, by reminding them to remain seated while they eat. Staff usually encourage children to clear their plates from the table, but this is not yet consistent, giving children some mixed messages about the tasks they are expected to carry out for themselves.

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Children's welfare and wellbeing Expected standard

Staff support children in recognising and managing their emotions during play. They use strategies to help individual children, such as engaging them in gentle discussion to talk about how they are feeling, supporting them in a quiet space, or trying a different activity. This supports children to take appropriate action to help them feel happier and calmer.

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Inclusion Expected standard

Leaders and staff set high expectations for the experiences they want children to engage in. They support all children, including those with special educational needs and/or disabilities, and those who may face barriers to learning, in accessing a range of experiences at the club. Leaders encourage children who are reluctant to speak to communicate using sign language. They explain that since starting to attend the club, children now engage confidently in conversation with others at the club and in school. Leaders and staff support children to engage in play that reflects their interests. For example, they role play buying ice cream. This supports children in feeling confident, engaging in experiences that are familiar to them and helping them make progress from their starting points.

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Inclusion Expected standard

Leaders take appropriate action to ensure an inclusive environment. For example, they dim the lights for children with light sensitivity and encourage children with noise sensitivity to wear ear defenders. Appropriate training supports leaders in assessing and meeting children's individual needs. They discuss how to meet children's needs effectively with parents before they start attending. Leaders also liaise with teachers about the support children receive in school. This helps leaders to know and support all children by making adjustments to personalise their experiences. Leaders provide opportunities for children receiving additional funding to attend free holiday sessions. This extends the activities and opportunities that children get involved in.

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Leadership and governance Expected standard

Leaders use their knowledge and skills to support staff to carry out their roles confidently and effectively. This includes having fair and realistic expectations of their workload. Leaders hold termly meetings to identify staff training needs. This then helps them to signpost staff to training that further develops their knowledge and skills. Leaders act as positive role models, and staff explain that they are always smiling and happy. Staff recognise that this makes the club an enjoyable place to work. Staff report that leaders are approachable. Leaders use positive feedback to help staff develop their strengths and interests. For example, some staff enjoy creative activities and sports, while others enjoy cooking. Leaders create a flexible plan that staff adapt to suit children's individual needs.

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Leadership and governance Expected standard

Parent partnerships are positive, and communication is clear. Leaders decide to accept younger siblings to support families' needs better. Parents report that leaders support them in understanding the importance of regular attendance at the club. Staff also complete homework with children, which supports busy family life. Leaders want to increase the number of families who use the club. They take appropriate action to increase low numbers and welcome new ideas to try. Recent professional development opportunities have helped leaders and staff support the needs of children with special dietary requirements, ensuring children remain safe and healthy.

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Leadership and governance Expected standard

Leaders support families by offering free sessions for some children during the holiday. This helps children to become involved in a range of opportunities and activities that extend their lived experiences.

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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 create a welcoming after-school club, where children feel happy, secure and cared for. They set high expectations for the experiences they want children to engage in. Staff support all children, including those with special educational needs and/or disabilities, and those who may face barriers to learning and/or wellbeing, to access a range of opportunities at the club. For example, leaders provide activities that children want to play with, which help them become more independent and enjoy their time at the club.

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

Children excitedly enter after the short walk from school. Overall, leaders embed routines that support children's independence but, on occasion, they do not consistently encourage children to do things for themselves. For example, during teatime, leaders are busy transitioning from tea to activities, and they forget to encourage children to tidy up after themselves.

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

Children and staff build secure relationships and warm attachments, grounded in trust. Generally, children follow routines and listen well. On some occasions, staff need to remind children of a given instruction more than once. For example, at the end of the session, leaders ask children to tidy up. While some children do it straight away, others do not listen or respond.

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

Children enjoy attending the after-school club. It is a breath of fresh air after a long day at school. Children play games and collaborate with friends and staff. They talk freely and confidently about their day and their lives.

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

Leaders explain that they create a home-from-home environment, where they aim to give back to the community. They state that they are the missing link that bridges the gap between children learning and parents working. Leaders encourage parents to send children regularly and to arrive on time to available sessions during term time and school holidays, so that children experience the planned events.

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

Children enjoy stimulating activities based on their interests, such as the home corner, crafts, and football. Leaders display children's work and photos of experiences which celebrates children's unique qualities and helps to create a sense of belonging and connection.

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Next steps

Leaders should explore and introduce strategies that encourage children to listen and follow instructions, for example helping to tidy up. Leaders should embed routines that support children to develop independence even further.

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Address:

Ground floor 1 Whitehorse Lane South Norwood London uk SE25 6RD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Minichampions Club Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 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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About this inspection

The inspector spoke with leaders, staff, children 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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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

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 .

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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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