MFSE

MFSE

Unique reference number (URN): 2765671 Address: Napier Community Primary & Nursery Academy, Napier Road, Gillingham, ME7 4HG Type: Childcare on non-domestic premises Registered with Ofsted: 07/12/2023 Registers: EYR, CCR, VCR Registered person: Group 23 Services 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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Behaviour, attitudes and establishing routines Expected standard

There is a calm and happy atmosphere throughout the club. Staff provide a welcoming child- friendly environment and children are fully engaged in activities. Calm spaces, including a cosy corner, help children manage their emotions. Children behave appropriately and demonstrate they feel safe and confident in the environment. With adult support, they effectively learn to work together, and resolve minor disagreements.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and supportive. Staff know children well and respond sensitively to their individual needs. Children are kind towards others and play cooperatively. This contributes to the calm and positive feel to the club. Leaders work closely with the host school to implement consistent rules and boundaries. They follow the same behaviour management policy as the school, and this helps to provide a seamless approach for children.

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Behaviour, attitudes and establishing routines Expected standard

Staff take account of children's ages, stages of development and individual circumstances, when supporting behaviour. Expectations are realistic and flexible, and staff adapt their approach where needed. This helps children to develop confidence, positive attitudes and a sense of belonging within the club.

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Behaviour, attitudes and establishing routines Expected standard

Parents understand the club's attendance policy. For example, they let the club know if children are not attending that day. Communication is also shared with the school and this helps to ensure children's safety.

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Children's welfare and wellbeing Expected standard

Leaders and staff know the children and their families well. They create a warm, nurturing environment, where laughter and meaningful conversations are part of everyday experiences. Children demonstrate confidence, understand routines and respond positively to the genuine care they receive.

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Children's welfare and wellbeing Expected standard

Children are very well supported to be active and develop healthy lifestyles. For example, they enjoy playing football and other ball games, with staff actively joining in to offer guidance and tips to develop their sporting skills. This contributes positively to both children's physical and emotional wellbeing.

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Children's welfare and wellbeing Expected standard

Staff also promote healthy lifestyles through consistent hygiene routines, such as encouraging children to wash their hands before mealtimes. Children are supported to take on responsibilities, including putting away their belongings and tidying up toys. However, at times, staff complete tasks that children are capable of managing themselves, such as pouring drinks and preparing simple foods. This reduces opportunities for children to practise and embed these important skills independently.

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Inclusion Expected standard

Children benefit from a welcoming and supportive club. Staff know children and families well and respond successfully to their individual needs. Leaders understand how to identify and assess children's unique needs. They are proactive in removing barriers to participation, ensuring that children with special educational needs and/or disabilities (SEND) or from disadvantaged backgrounds, are supported to access the inclusive environment. For example, they offer flexible sessions, where needed, and share information with relevant professionals.

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Inclusion Expected standard

Leaders meet with parents, teachers and special educational needs coordinators to monitor the progress children are making and to see where any additional adjustments need to be made. This ensures that inclusive practice is consistently effective, supporting all children to make progress and take part in all the experiences the club has to offer.

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Inclusion Expected standard

Leaders and staff have attended training on SEND and supporting the individual needs of children. This has enabled leaders to adopt a graduated approach to support children and help staff to identify emerging needs quickly.

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Inclusion Expected standard

Leaders are aware of children who are known or previously known to children's social care. This helps them to support children during their time at the club with an understanding of children's individual circumstances and needs.

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Leadership and governance Expected standard

The club benefits from an experienced and committed leadership team that places children's wellbeing and enjoyment firmly at the centre of its ethos and daily practice. A comprehensive range of policies and procedures are securely embedded, supporting the smooth and efficient running of the provision while ensuring that children remain safe and well cared for at all times. Leaders demonstrate a reflective and proactive approach, accurately identifying areas for development and implementing clear, purposeful plans to drive improvement and enhance the overall quality of the club.

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Leadership and governance Expected standard

Staff wellbeing is given high priority. Leaders foster a culture of openness through regular check ins and clear communication, ensuring that staff feel listened to, supported and valued in their roles. Training opportunities are appropriate, with all mandatory requirements consistently met. However, professional development is not yet sharply focused on individual strengths and areas for growth. More targeted support would help to further strengthen the quality and consistency of practice across the team.

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Leadership and governance Expected standard

Leaders actively build positive partnerships with families, the host school and the local authority. This collaborative approach ensures continuity of care and reflects a shared commitment to achieving the best possible outcomes for every child.

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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 arrive at the club at the end of the school day and are warmly welcomed by familiar, caring staff, who know them well. Staff have a strong understanding of children's individual starting points, including their emotional needs, confidence levels and social development following a full day at school. This enables children to settle quickly, feel safe and secure and engage positively in the routines of the club. Children are confident in seeking support, when needed, approaching trusted adults for reassurance or guidance.

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About this setting

Unique reference number (URN): 2765671 Staff respond calmly and sensitively, helping children to regulate their emotions, unwind and fully enjoy their time at the club.

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About this setting

Children behave well and demonstrate positive attitudes towards others. They follow instructions promptly and listen carefully to both adults and their peers. Staff model respectful interactions, which supports children in developing important social skills, such as sharing, turn-taking and cooperation. As a result, children build strong relationships and contribute to a harmonious environment.

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About this setting

Children show high levels of confidence and eagerly engage in activities. Those who enjoy physical play benefit from opportunities to practise and develop new skills, such as using skipping ropes safely while following instructions. Staff further promote engagement by introducing elements of challenge and healthy competition. However, opportunities for children to develop independence are not maximised, particularly during routines, such as snack time, where children are not always encouraged to make choices or complete tasks for themselves.

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Next steps

Leaders should consider ways to target professional development more precisely to staff needs so it strengthens their practice further. Leaders should support staff to extend opportunities for children to develop their growing independence skills, particularly during mealtimes.

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About this inspection

The inspector spoke with leaders, children 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:

Napier Community Primary & Nursery Academy Napier Road Gillingham ME7 4HG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Group 23 Services Ltd

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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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