Fun Fest Worcester Park

Fun Fest Worcester Park

Unique reference number (URN): 2772858 Address: Malden Parochial C Of E Primary School, The Manor Drive, Worcester Park, KT4 7LW Type: Childcare on non-domestic premises Registered with Ofsted: 16/02/2024 Registers: EYR, CCR, VCR Registered person: KH Playtime 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 Expected standard

Staff have warm, trusting relationships with children. They promote kindness, for example staff read a story about kindness to a group of younger children. They discuss the importance of being kind and this helps children to understand why it is important to care about others. Staff provide a positive environment with inviting activities, such as face painting and sandwich making. They manage children's behaviour in consistent and fair ways. Staff share group rules for behaviour, such as to share and take turns.

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Behaviour, attitudes and establishing routines Expected standard

Staff use effective non-verbal cues through hand gestures to signal when children need to settle down quietly. Children act in positive ways, for instance they listen attentively to instructions on how to create by folding paper. Children concentrate well and persevere as they make models together from LEGO. They cheer each other on when they play organised group games and take turns to be different characters in the game. Staff provide support for children with special educational needs and/or disabilities (SEND) to play with others. For instance, staff follow the lead of children with SEND and help them to learn to share toys with others. Children attend regularly and staff talk to parents about how this helps children to form new friendships and feel a sense of community.

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Children's welfare and wellbeing Expected standard

Children have secure relationships with staff, who respond readily to their needs. They teach children effective care practices, such as handwashing before meals. Staff ensure that children are closely supervised at mealtimes to help keep them safe. They provide a relaxed and social environment, where children enjoy talking with each other. Generally, staff help children to understand the value of eating well. For example, they make sandwiches with children in an activity to help them understand about healthy food choices. Staff ensure that packed lunches are stored appropriately and children have ready access to their own water bottles throughout the day. Children show secure independence skills as they fetch their lunch boxes and take lids off tubs to eat their sandwiches.

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Children's welfare and wellbeing Expected standard

Children enjoy practising a range of skills in the spacious outdoor area. Younger children jump in and out of hoops, and learn to throw and catch balls while older children take part in a variety of organised games. This helps to develop a range of physical skills. Staff ensure that the premises, indoors and outdoors, are safe by carrying out daily risk assessments. This helps to reduce the risk of hazards. Leaders provide some books on feelings that are accessible to children. However, leaders have not fully developed opportunities for children to have quiet time and learn about and manage different feelings. This means that children are not fully aware of how to support their own wellbeing.

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Inclusion Expected standard

Staff know how to identify and support children with special educational needs and/or disabilities (SEND). Generally, they talk to parents if they note any concerns in behaviour or development and make adaptations to routines or activities to meet their needs. For example, children with SEND have one-to-one support from an assigned member of staff to support them during routines, such as mealtimes. Staff request support plans for children with SEND and use identified strategies and resources to enable children to fully access all activities and routines in the setting. For example, additional funding is used to purchase creative and sensory resources and to fund additional staff to support children with SEND. This helps children to feel fully part of the setting and enables them to access all activities and take part in routines.

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Inclusion Expected standard

Leaders have attended training and obtained further qualifications specialising in working with children with SEND. Leaders talk to parents, adjust activities and have full knowledge of professional sources for further help. For instance, they advise parents to contact their local doctor or health visitor for further investigation.

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Leadership and governance Expected standard

Overall, leaders review all aspects of the setting to consider the strengths and areas for development. From this, they determine relevant areas for improvement and set goals to enhance the provision. Leaders take feedback from a variety of sources to determine goals. For instance, staff ask older children to write down activities that they would like to do and ask younger children to draw pictures of things they would like to do at the setting. Leaders ensure that these are reflected in planning, which leads to children's increased enjoyment. Leaders also consider the views of staff and parents to determine areas for development, and they include any adaptations needed for children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders ensure that they meet up with staff individually to discuss and support their work. Staff spoken to during the inspection say they feel well supported and valued in their roles. Generally, leaders keep parents informed of children's activities, care and wellbeing. For instance, they give parents daily feedback cards that give information on activities about their children's activities and achievements. Staff also talk to parents to give feedback each day. However, there are opportunities for leaders to communicate with parents more consistently, for example, on current guidance on preparing healthy packed lunches.

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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 are warmly welcomed by staff at this organised, caring setting. They have close, caring relationships with staff and settle in quickly. Children start the day with a morning group circle time, where new children are welcomed and the day's activities are explained. Staff use this time to remind children of group rules for behaviour, such as to be kind to each other, and to use indoor voices. They reinforce safety procedures and rules, such as evacuation routes. Staff remind children to approach a known member of staff if they have any concerns. They remind children not to share their lunch or snacks with other children as some may have allergies. Children show understanding in these areas and act with care and caution. For example, they walk indoors and talk to each other in quiet voices indoors. This helps children to feel safe and gives them a sense of community.

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

Children smile and talk enthusiastically about the activities they get involved in. For instance, children say they love face painting and playing football in the playground. Overall, they explore the environment with confidence and independence and engage fully in the wide range of activities provided. Staff ensure that activities are suitable for all children, whatever their starting points, and make effective adaptations to meet the needs of children with special educational needs and/or disabilities (SEND). For example, one-to-one support from an assigned member of staff is given to support children with SEND.

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

Older children learn to precisely fold paper to create models during origami sessions. Generally, they concentrate well and enthusiastically talk about what they are making. They say that they are making flowers and aeroplanes. Staff engage effectively with children, supporting them where needed. Younger children play cooperatively together as they take

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Address:

Malden Parochial C Of E Primary School The Manor Drive Worcester Park KT4 7LW

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: KH Playtime Limited on different roles in the play house in the playground. Staff show children that they are valued as they individually praise each child for the models they create. Staff encourage children to attend regularly and point out benefits of this, such as building new friendships.

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Next steps

Leaders should further support children's wellbeing by ensuring that younger children have consistent opportunities to regulate their emotions, including access to calm and quiet spaces for those who need them. Leaders should strengthen partnerships with parents, particularly in relation to the promotion of healthy eating.

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About this inspection

The inspector spoke with leaders, staff and children. She spoke with parents and considered their comments 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:15 - 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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