Wordsworth Kidz Club

Wordsworth Kidz Club

Unique reference number (URN): 2831228 Address: Wordsworth Primary School, Victor Street, SOUTHAMPTON, SO15 5LH Type: Childcare on non-domestic premises Registered with Ofsted: 17/02/2025 Registers: EYR, CCR, VCR Registered person: Kidz Play (UK) Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff monitor children's attendance effectively and ensure the safety of all children, including those children that are due to attend but do not arrive. Staff have robust procedures in place to safely collect children from the attached school and another local school. Children know these routines well and follow the expectations. For instance, children sit and wait as part of the routine. Children arrive at different times, which results in children remaining in the school hall for a period with little interactions or play opportunities. Due to the wait, children do not always receive a positive start to their after-school club experience and they need reminders of behaviour expectations as they begin to playfully push each other.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff set high expectations of children's behaviour and these are respected well by children. Children are confident to share the rules and boundaries of the after-school club. For example, they must walk inside and put their rubbish in the bin. Children form good friendships and are eager to play together over activities of shared interest. Some children role play and pretend they are in a doctor's surgery and others use their imagination to create their lived experiences with blocks, such as going to the cinema.

p.2

Children's welfare and wellbeing Expected standard

Leaders and staff take care of children's welfare and wellbeing effectively. Children demonstrate and share that they feel safe and secure in the care of familiar staff. For instance, they share with the inspector which staff they would go to if they needed help. Children typically enjoy play experiences both inside and out and have opportunities to be physically active. They routinely take care of their personal hygiene. For example, they wash hands prior to meals and snacks. Staff support children well to understand healthy foods and what makes individuals unique. Together, they discuss different foods we eat and why, including children that are vegetarians and how children's religions can sometimes mean they do not eat certain foods. Children are supported well during mealtimes. They are supervised adequately and have a range of healthy foods.

p.2

Children's welfare and wellbeing Expected standard

All children, particularly children with special educational needs and/or disabilities, form attachments with familiar staff. Their positive relationships enable children to play and engage well and seek support and guidance when needed. Children take part in social games, such as cards, where they respectfully wait their turn and follow the instructions of the game well.

p.2

Inclusion Expected standard

Leaders and staff work with families to identify children that have special educational needs and/or disabilities (SEND) or those that have barriers to their learning. They ensure all children have a settling-in period to ensure staff can meet children's needs before they start at the after-school club. Leaders and staff know children well and support them effectively when changes happen. For example, staff pre-warn children when something is different to help them understand what is coming next. Some children in attendance have education, health and care plans. Staff are not fully aware of the individual strategies in place for all children to help them regulate and engage. They do not work closely enough with other professionals to ensure a consistent approach can be used to support children. Despite this, some staff use the training they have received on areas, such as autism and regulation, which children respond

p.2

Inclusion Expected standard

well to and helps reduce barriers to children with SEND effectively.

p.3

Leadership and governance Expected standard

Leaders and those with governance have reflected since their last inspection and tightened their safeguarding arrangements. They have a good knowledge of what may give them a cause for concern and know the prompt action they must take. Leaders are keen to drive improvements and use many methods to help upskill staff, keeping in line with the changes in early years. For example, they have provided training for staff on their roles and responsibilities in line with the early years foundation stage requirements. Staff feel supported by leaders and have a manageable workload. Their wellbeing is considered and supported through any changes that are implemented.

p.3

Leadership and governance Expected standard

Leaders have a good oversight of staff and their skill sets. However, supervision, coaching and support is not specifically tailored to drive professional growth rapidly. For example, leaders do not consistently provide staff with feedback about their practice, including areas that need improvement. This prevents staff from quickly developing essential skills to help them be most effective while working with children.

p.3

Leadership and governance Expected standard

Leaders and staff work with parents to ensure information is shared about their children, including any known allergies and any special educational needs and/or disabilities. Staff provide settling-in sessions to ensure children can transition from school into the after- school club well. Parents report that their children are happy and talk positively about their time at the after-school club.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.3

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.3

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children regularly attend the after-school club and have opportunities to take part in a mixture of activities on offer, all of which are inclusive and enable all children to participate if they choose. Some children particularly focus on arts and craft activities, such as designing their own plant pots and planting a seed, which they are keen and eager to show parents on arrival. Others take part in social group games, where they take turns and follow instructions. Children smile and laugh as they win games.

p.4

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

Children with special educational needs and/or disabilities form good bonds with familiar staff that enable them to be comfortable in their care. This helps remove any barriers they may face. All children are confident to talk about the staff by name and who they would go to if they needed help. This demonstrates that children have a secure knowledge of who helps keep them safe. Children are keen and happy to share the type of activities they play with staff, such as running games outside.

p.4

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

Children make their own decisions about the play experiences they have. Staff arrange activities and experiences that they know children who attend will enjoy. This has a positive impact on children's engagement during their time at the after-school club. Children behave well and form good friendships with peers. Staff identify when children may need some extra guidance and are often quick to help redirect play.

p.4

Address:

Wordsworth Primary School Victor Street SOUTHAMPTON SO15 5LH

p.5

Address:

Type: Childcare on non-domestic premises

p.5

Address:

Registered person: Kidz Play (UK) Limited

p.5

Next steps

Leaders should strengthen their procedures for partnership working with other professionals, particularly for those children with special educational needs and/or disabilities or barriers to their learning, to ensure staff can deliver consistent support for children between school and the after-school club. Leaders should review the structure of the sessions to reduce waiting times for children. Leaders should refine their procedures for supervision, support and coaching so that all staff receive personalised guidance to enhance their professional growth and effectiveness while working with children.

p.5

About this inspection

The inspectors spoke with children, leaders, the designated safeguarding lead, staff and parents during the inspection.

p.5

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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:55,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

p.5

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.6

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.

p.6

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.6

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

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 .

p.7

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 .

p.7

Urgent improvement

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

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7