Infinite Wellbeing Kids Club

Infinite Wellbeing Kids Club

Unique reference number (URN): 2765523 Address: Infinite Wellbeing Community Centre, Market Street, Heanor, Derbyshire, DE75 7NR Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2024 Registers: EYR, CCR, VCR Registered person: Infinite Wellbeing C.I.C.

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

Children independently access the provision, where they follow embedded routines. For example, children know where to put their coats and bags on arrival and to take off their shoes when accessing soft-play equipment. Staff are positive role models. For instance, they encourage children to be responsible. Children put pen lids on and toys away once they have finished. Children show signs of respect for their environment. They develop positive relationships with staff. Although, staff do not consistently reinforce expectations, particularly for younger children. For instance, when children climb over the sofa, staff did not consistently reinforce the setting's rules to support children's understanding of personal safety.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff model how to achieve an outcome. This supports children to have a go at the readily available resources. When children show signs of difficultly as they spread butter, staff model and encourage children to try again. Children try and show a positive attitude to learning. Typically, staff encourage children to work together well as a team. For instance, children enjoy collaborating to make their own obstacle course. Staff follow children's interests in the moment, gaining more resources to develop their play further. Children continue to achieve their goal in getting the obstacle course from one end of the hall to the other.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders promote attendance by sharing procedures with parents and swiftly follow up any unexplained non-attendance.

p.2

Children's welfare and wellbeing Expected standard

Typically, staff promote good hygiene practices. For example, children know to wash their hands and sit down for lunch. Staff also support children in meeting their own personal needs, such as toileting accidents. Children develop their understanding of self-care. Leaders and staff also plan activities to support children to have healthy habits. For instance, during holiday club children are actively involved in preparing their tea. Children also learn about food preferences. For example, staff give children choices to make their own sandwich for tea. Children feel heard.

p.2

Children's welfare and wellbeing Expected standard

Leaders prioritise getting to know children from the very start to support their emotional wellbeing. Leaders gain information from parents on children's likes and dislikes. They use this information to support resources within the provision. Leaders also gain vital information on children's allergies and intolerances and make adaptations to their menu when necessary.

p.2

Children's welfare and wellbeing Expected standard

Children form positive bonds with staff. Staff comfort and reassure children when upset. Generally, staff model problem-solving during times of conflict. For example, they explain to children what their peers would like to do with a resource. This supports children to understand others having different thoughts and views.

p.2

Inclusion Expected standard

Leaders and staff identify barriers to children's wellbeing and put in place appropriate support or reasonable adjustments. For example, they work with parents to put in place extra support during times of transition, especially for those children known to social care. Leaders and staff also organise settling-in sessions to help get to know children from the very beginning. They use this information effectively to organise toys and resources of interest to support children to feel comfortable when they first attend. They also support children starting school through organising sessions for children to meet their friends at the club.

p.3

Inclusion Expected standard

Leaders proactively promote and use funding to support families to access their club, particularly supporting disadvantaged children. They provide a range of activities and meals to support children to engage and be healthy during school holiday periods. This collaborative approach with the local authority offers a positive experience for children and their families.

p.3

Inclusion Expected standard

Leaders and staff are knowledgeable in supporting children with special educational needs and/or disabilities. They attend regular training to support their understanding. Typically, they know to work with parents and other professionals to gain information to put in place steps to support individual children. However, leaders do not consistently obtain information from schools to help support children who face barriers in their wellbeing, particularly those known to social care. Leaders should proactively put in place further support for those children.

p.3

Leadership and governance Expected standard

Leaders are aware of their strengths and areas for improvements. They have already put in place changes to their outdoor area to implement their vision for children to access independently. Leaders and staff are passionate and knowledgeable about their roles and responsibilities. Staff feel well supported by their leaders during their time studying and are confident to put forward ideas for improvements. Leaders and staff have kept up to date with mandatory training and have a passion for continuing their professional development. Staff use new information from training to put in place improvements. For example, they recently put in place strategies to support children to self-regulate their behaviour.

p.3

Leadership and governance Expected standard

Leaders gain vital information from parents to put in place support when necessary. Typically, staff have daily conversations with schools to ensure information is relayed to parents when required. However, leaders and staff do not consistently obtain information from other professionals to support children's needs, particularly those children known to social care.

p.3

Leadership and governance Expected standard

The setting is well established within the community. They have a variety of sessions available for parents and younger children. These sessions support staff getting to know children before they start school. Parents speak highly of the setting.

p.3

Compulsory Childcare Register requirements

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

p.4

Register

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

p.4

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 and families are welcomed into the club by the warm and friendly staff team. Children feel a real sense of belonging, where they enjoy engaging in back-and-forth conversations with staff about their day. Children also attend flexible settling-in sessions organised by leaders and staff to support them to feel confident and reduce barriers to their wellbeing. Leaders also put in place specific adaptations to support children during times of transition, such as giving children enough time to process when they are about to go home.

p.4

About this setting

Unique reference number (URN): 2765523 Children sustain their attention well and have a positive attitude to learning, as staff follow their lead effectively during interactions. For example, staff support children to create a tall tower using their body to hold it. Children enjoy continuing their play to create a taller tower than themselves and their peers. They feel safe and secure, where they enjoy accessing toys and resources carefully chosen by staff. Staff talk to children about their interests and what they might like to do at the club. Children develop their play further as staff in the moment gain resources of interests. Children enjoy accessing and engaging in a wide range of activities, such as crafting, balancing, story time and role play.

p.5

About this setting

Children are confident to approach each other and initiate playing together. They access games planned by staff that encourage them to share and take turns. For example, staff encourage children to wait their turn to roll a ball and ask a question to their peers. Children listen for their name to know when it is their turn. Children show that they are kind and respectful towards each other. Older children enjoy supporting younger children. They act as positive role models. For example, older children enjoy modelling how to balance on an obstacle course, this motivates younger children to copy. Snack time also provides an opportunity for children to socialise and get to know each other.

p.5

Next steps

Leaders should support staff to consistently reinforce behavioural expectations, particularly for younger children. Leaders should consistently share and obtain information from other professionals, such as schools, to put in place support when necessary.

p.5

About this inspection

The inspector spoke with leaders, staff and children 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.

p.5

Address:

Infinite Wellbeing Community Centre Market Street Heanor Derbyshire DE75 7NR

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Infinite Wellbeing C.I.C.

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00

p.6

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.7

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.7

Needs attention

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

p.7

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