Parklanes Wykeham Childcare Ltd.

Unique reference number (URN): EY493451 Address: St. Augustines RC Junior School, Cranbrook Road, ILFORD, Essex, IG2 6RG Type: Childcare on non-domestic premises Registered with Ofsted: 02/09/2015 Registers: EYR, CCR, VCR Registered person: Parklanes Wykeham Childcare 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 Strong standard

The club has a very calm and purposeful atmosphere where children readily engage with their chosen tasks. Staff create a positive environment where expectations of behaviour are embedded and promoted regularly and consistently. Staff form secure relationships with all children. They have fun, chat happily and laugh together. Children of all ages get along with each other. Older children enjoy playing card games. They follow rules, take turns and enjoy the challenge while supporting others to play. Younger children make structures together with bricks, concentrating well and describing the spaceship they are building.

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Behaviour, attitudes and establishing routines Strong standard

Children are polite and use good manners. Staff consider children's ages, stages of development and individual circumstances when supporting their behaviour and routines. Staff provide younger children with additional reminders and guidance, while allowing older children greater independence and responsibility. For example, older children enjoy taking on tasks such as helping staff clear away after snack. Children say they enjoy coming to the club and playing with their friends. Leaders promote the importance of attendance through clear procedures and timely communication with families and schools.

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Children's welfare and wellbeing Strong standard

Leaders consistently prioritise children's welfare and wellbeing. They have robust practice and procedures in place to keep children safe and well. Children show high levels of care, respect and kindness towards one another. Staff create a calm, nurturing environment. They form positive relationships with children from the very start. Staff support children's emotional wellbeing, talking to them calmly and offering reassurance when needed.

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Children's welfare and wellbeing Strong standard

Children are very well supported to learn how to be healthy and enjoy plenty of opportunities to be physically active. They choose from a range of appetising foods at snack time. Leaders collect detailed information about children when they start at the club and on an ongoing basis. For example, all dietary requirements and alternatives are fully supported by leaders. This ensures that the club meets all children's needs during snack time. Leaders provide a wide range of physical activities throughout the session, ensuring that children remain active and engaged in purposeful movement. There is a clear focus on promoting active lifestyles, which supports children's physical health and overall wellbeing.

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Children's welfare and wellbeing Strong standard

The key-person system successfully promotes children's wellbeing. Staff have a robust understanding of children's unique circumstances and support them well during play. They understand their role in communicating well with parents and carers and provide daily feedback around children's achievements and routines. This provides parents with a detailed insight into children's time at the club.

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Inclusion Strong standard

Leaders are committed to meeting every child's needs to the highest standard. They support children with special educational needs and/or disabilities (SEND) by regularly communicating with parents and carers, other professionals and teachers. This ensures that each child's needs are understood by all carers and consistently encourages high-quality care. Leaders and staff demonstrate highly effective and inclusive practice. Children's needs, including those with SEND and those who face other barriers to their learning, are identified early on and routinely monitored to ensure that ongoing support is adapted as needs change. Staff support all children to access all aspects of the club. They adapt activities so that all children can join in alongside their peers without feeling singled out. For example, staff repeat instructions or offer reassurance to help children who need additional support remain involved and understand what is expected. This approach is highly

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Inclusion Strong standard

Staff have a deep understanding of all children attending. The key-person system helps to support and promote children's unique interests and requirements. Staff tailor the environment and activities well, ensuring inclusivity. Leaders collaborate with schools, making use of additional funding to remove barriers that might limit children's access to the club. Children with SEND are fully involved in club routines. Staff offer one-to-one support when necessary to reduce barriers to learning and wellbeing. Staff promote inclusion through planned activities and everyday conversations that help children learn about the needs of others. Families feel welcomed and supported. Leaders work in partnership with parents to ensure that children feel valued, respected and fully included in the setting's community.

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Leadership and governance Strong standard

Leaders have an accurate and clear understanding of the setting's strengths and areas for further development. They work closely with staff and families to gather feedback, which contributes to planning and ongoing improvements. Leaders are experienced and have high levels of knowledge, which they share with staff to support them in their roles. Staff feel valued by leaders, who give high priority to wellbeing. Staff complete regular training, which helps to ensure that they understand their responsibilities and can keep children safe. Staff also train alongside teachers from the on-site school, which promotes a shared vision and builds the skills and knowledge needed to address each child's unique needs. For example, they gain a deeper understanding of children's behaviour and emotional wellbeing, including the benefits of implementing clear and consistent routines. This particularly supports children who face barriers in their learning. Leaders actively engage with families, schools

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Leadership and governance Strong standard

and the local authority to support children who face barriers to their learning. They consistently strive for the best possible outcomes for all children. The club offers continuity for children as they move through year groups at school, supporting their confidence and helping them to build knowledge and skills.

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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 feel valued and confident from the moment they arrive at this inclusive and welcoming club. They independently put their belongings in the correct storage bucket and settle quickly for registration. Staff greet children warmly and ask them about their day. Children show confidence, independence and positive attitudes. This is supported by staff who create secure bonds with children by interacting in meaningful and engaging ways.

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

Staff know each child very well and use this understanding to provide responsive care and support. Key information is gathered from parents and carers. Home routines, children's

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Address:

St. Augustines RC Junior School interests and any special educational needs and/or disabilities are considered well to help children settle quickly and take part fully. Every child is included, thrives and develops very well.

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Address:

Children enjoy a range of age-appropriate activities, including use of a large, enclosed playground. They quickly become engrossed in activities of their choice. Children behave well and enjoy their time at the club. Staff offer plenty of praise and encouragement, motivating children to persist through challenging tasks. For example, children follow instructions carefully as they fold paper to make flowers. They remain engaged and enthusiastic, making their crafts alongside supportive staff members. Parents are positive about the care their children receive at the club. Leaders promote regular attendance and recognise its importance for children's learning and wellbeing.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged pupils, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

The inspector spoke with leaders, staff, parents and carers and children 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. Cranbrook Road ILFORD Essex IG2 6RG Type: Childcare on non-domestic premises

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About this inspection

Registered person: Parklanes Wykeham Childcare Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 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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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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