Kickstart Childcare (St Kentigern's)

Kickstart Childcare (St Kentigern's)

Unique reference number (URN): 2763577 Address: St. Kentigerns RC Primary School, Bethnall Drive, MANCHESTER, M14 7ED Type: Childcare on non-domestic premises Registered with Ofsted: 27/11/2023 Registers: EYR, CCR, VCR Registered person: Families 1st 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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Inclusion Strong standard

This provision is inclusive, nurturing and supports all children extremely successfully. Leaders and staff work effectively together to meet the needs of all children, including those with special educational needs and/or disabilities (SEND). Leaders and staff link effectively with teachers, special educational needs consultants and parents to identify children's individual needs. For example, they support children with SEND by creating a calm corner to help soothe children who feel overwhelmed.

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Inclusion Strong standard

Leaders and staff work consistently well with a variety of professionals to gain support on how to adapt and adjust activities. This means all children get the best possible opportunity and experience at the provision. Following consultation with speech and language therapists, staff use picture clues for children with communication difficulties. They consistently review the impact of their adaptations for children and adjust as needed.

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Inclusion Strong standard

Leaders and staff attend a range of training to implement into the provision. They use it to further support all children, including those with SEND. Leaders and staff support children with their behaviours and meet children's individual needs.

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Inclusion Strong standard

Leaders use additional funding to fund places at the provision. This means that all children, including those with SEND, have the opportunity to access before- and after-school care. Leaders and staff have completed allergy training and are allergy aware.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff form positive relationships with children. They create a calm, happy environment, where children enjoy attending. Leaders and staff consider children's age and stage of development, their individual needs and circumstances when supporting them to maintain the expectations of the setting. Leaders and staff play alongside children and guide them in their play. Children look forward to seeing their friends at the provision and mostly behave well. On the whole, children understand the expectations for behaviour. However, during times of transition, such as when explaining the evening's activities, staff do not consistently remind children of behaviour expectations. As a result, some children do not listen or treat others with respect. Staff support children to get along with each other, share and take turns. For example, when children struggle with swapping positions in football, staff

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Behaviour, attitudes and establishing routines Expected standard

explain to children that it is kind to swap places.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff support new children to settle. For example, new children have a buddy, and staff speak to teachers about children's interests. They use praise and rewards, such as a certificate of encouragement to motivate new children to attend. This means that children settle quickly and feel happy. Leaders and staff understand the importance of attendance, and non-attendance is quickly followed up with school. Staff encourage children to work as a team to tidy up at the end of the session.

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Children's welfare and wellbeing Expected standard

Leaders and staff make children's welfare and wellbeing a priority. Children benefit from secure and responsive relationships with leaders and staff. Staff regularly check in with children and ask them how they are feeling. This includes children with special educational needs and/or disabilities. Children have a dedicated area where they can be quiet and calm. This means that children are supported to manage their own emotions and self-regulate as needed. Children have access to fresh air during outdoor play and when walking around the sensory garden. This contributes to children's wellbeing and supports physical development.

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Children's welfare and wellbeing Expected standard

Children speak confidently to leaders and staff. For example, children ask for another sandwich. This means that children's needs are being met. Children eat healthy food for snack and understand how to keep healthy. For example, children talk about healthy food and drink while at the snack table. Children pour themselves a drink of water during the session and rest in the calm area, if needed. Children learn about how to keep safe and healthy through taking part in physical activities and by using rules to keep them safe.

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Children's welfare and wellbeing Expected standard

Children learn about emotions when leaders and staff support them when they make the wrong choice. Staff acknowledge children's emotions and talk to children about how they feel, for example, when children feel sad when other children take all the toys they would like to play with. Leaders and staff explain to children that it is understandable to feel sad. Leaders and staff have undergone behaviour training to support children at the provision.

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Leadership and governance Expected standard

Leaders have a positive impact on the day-to-day running of the provision. Staff morale has increased, and staff share leaders' vision for high-quality care. As a result, staff wellbeing is high, and staff work effectively as a team. Leaders and staff continuously evaluate the provision and plan for improvements when needed. They know the children well and take pride in meeting everyone's individual needs, including children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders and staff have access to a wellbeing and mental health first aider to support them. They manage their workload with the support of other staff members. All leaders and staff do relevant training, which is then implemented into the provision to bring further improvements. For example, all leaders and staff have completed safeguarding training. Staff are clear about what to do if they suspect a child is being abused.

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Leadership and governance Expected standard

Leaders and staff work effectively with parents. They inform parents about the activities their child has done and their wellbeing. Parents attend coffee mornings and speak highly of the provision. Leaders and staff link well with the community. For example, they support the local food bank. They invite in police and dentists to talk to children. This helps children to learn about the real world and builds healthy habits for life.

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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 happily enter the provision and find their friends. They smile, chat and laugh together. Leaders and staff make play and wellbeing a priority. Children's interests are always a starting point when planning activities. This means children play happily and become engaged in games, crafts and activities on offer. Children enjoy fun activities indoors and outdoors. For example, they enjoy playing tennis and football outdoors. This supports children's physical development, and they learn how to play team games. Indoors,

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About this setting

Unique reference number (URN): 2763577 children work together to create a potion with flowers, coloured water and lemons. This supports children's social development and encourages children's creativity.

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About this setting

Leaders and staff build solid relationships with the children in their care. This means children feel happy, safe and secure. They play games led by adults and show confidence in asking adults for help when needed. Staff play chess with children. Children learn how to stay engaged on an activity. They pass on their knowledge of a new game to their friends. Children play and learn alongside their peers, are included in all aspects of the setting, feel supported and have positive relationships with their peers and staff, particularly children who are disadvantaged, those with special educational needs and/or disabilities, those known (or previously known) to children's social care and those who face barriers to their learning and/or wellbeing.

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About this setting

Children choose from a selection of healthy food and drink for snack. This means that they learn to make healthy lifestyle choices for life. Parents and carers speak highly of the provision, its leaders and staff. They note how well leaders and staff care for children. Leaders and staff are welcoming, kind and they look after children's wellbeing. Children are eager to come to the provision. They gain pleasure from the activities on offer.

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Next steps

Leaders and staff should consistently support children to understand behaviour expectations.

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About this inspection

The inspector spoke with the leaders and staff 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:

St. Kentigerns RC Primary School Bethnall Drive MANCHESTER M14 7ED

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 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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