Chaddy Kids Club

Chaddy Kids Club

Unique reference number (URN): EY434387 Address: St. Matthews C of E School, Chadderton Hall Road, Chadderton, OLDHAM, OL9 0BN Type: Childcare on non-domestic premises Registered with Ofsted: 15/08/2011 Registers: EYR, CCR, VCR Registered person: Leech, Wendy Jane

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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

Leaders and staff manage this busy club effectively. They clearly teach children about expectations for behaviour and children positively reinforce these. For example, children use sand timers to develop their understanding of taking turns in activities. They independently and smoothly allow other children to have a turn once the sand timer has run out. Staff treat children with respect. During their interactions, they role model to children how to be polite and well mannered. Children model this, and use the skills they are learning to effectively manage their own conflicts.

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Behaviour, attitudes and establishing routines Expected standard

Since the last inspection, the club has embedded a more structured routine, particularly for snack time. Due to this, children demonstrate a sound understanding of what is expected of them. Through children's understanding and staff supervision this creates a safe environment for children to eat in.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff create a fun and enjoyable environment for children. All children walk into the club happy. Parents express that children 'settle well' and are 'excited to attend'. All children throughout their time at the club engage well in the activities. There are a variety of experiences for them to explore, such as craft activities, team working games and sports. Children display as happy and secure.

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Children's welfare and wellbeing Expected standard

Since the last inspection, leaders have made a positive impact with their implementation of hygiene practices. Children explain confidently the importance of washing their hands before they eat. However, children would benefit from this being extended further to develop a more broad knowledge of healthy lifestyles.

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Children's welfare and wellbeing Expected standard

Leaders ensure that all children have a key person. Having this familiar person always available for them helps to develop trusting relationships, providing children with a sense of belonging and emotional wellbeing. Areas in the club have been enhanced to provide quiet and calm spaces for children. For example, leaders have added a dark den and electronic reading materials to one of the club's rooms. This provides all children, particularly children with special educational needs and/or disabilities, a space to relax and regulate their emotions.

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Children's welfare and wellbeing Expected standard

Children speak positively about the club, describing it as a happy and exciting environment. Parents express how the club promotes children to be physically active through the activities they provide. Children play nicely with children of all ages. Younger children are developing skills from their interactions with the older children. Staff create a welcoming and safe environment for the children to develop positive relationships with each other.

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Inclusion Expected standard

Leaders make effective relationships with both the host school and parents. This supports them gathering key information about children's individual needs to ensure they can provide an inclusive environment for all children, particularly children with special educational needs and/or disabilities. For example, all staff are aware of children's individual needs and sensitively implement resources and strategies that help support children's self-care needs.

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Inclusion Expected standard

Leaders and staff are supportive of children's emotional wellbeing. Staff take a consistent and caring approach to developing interactions and positive relationships with children. They understand all children are unique, and come from different backgrounds and, therefore, require different strategies to help them feel safe and secure. For example, staff build upon their interactions with children, incorporating their interests and being close by as and when needed. As a result, children flourish and are developing their confidence day by day.

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Inclusion Expected standard

Leaders create an inclusive environment for children. They make every effort to include all children while ensuring they have the capacity and resources to meet each child's needs effectively. For example, they provide children with resources, such as ear defenders, and games with Braille to help them independently manage their individual needs. This helps children feel supported and included.

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Leadership and governance Expected standard

Since the last inspection, leaders have developed new systems for monitoring staff training and development. As a result, there has been a vast improvement of both leaders' and staff knowledge of safeguarding procedures. This helps ensure children are safe. However, this could now be further embedded to broaden all staff's training needs. For example, to support staff in developing more independence and creativity for children through the activities they plan, so that children have the opportunity to complete tasks they are developmentally capable to do.

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Leadership and governance Expected standard

Leaders work closely with parents, the host school and the local community. Parents express how supportive the staff have been in meeting their children's individual needs. Leaders communicate with parents and the school on a regular basis to ensure that strategies to support children are embedded in all settings. This provides consistency for children. Leaders work well with outside agencies to further develop experiences for children. For example, they work closely with a project that provides resources and experiences for children to help develop their understanding of being inclusive.

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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 attend the setting happy and enthusiastic to participate in the experiences planned for them. Staff help complement the children's learning from school by introducing experiences that are linked to their education. For example, children create 'Earth Day' crowns as they discuss what they have been learning in school, such as recycling and looking after their planet. Children demonstrate positive attitudes and engage well in all activities.

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Address:

St. Matthews C of E School, Chadderton Hall Road Chadderton Leaders and staff maintain strong partnerships with parents and the host school to ensure care routines are consistent, helping to minimise barriers for every child. Children are able to independently access all environments. They have a large outdoor space, where they can run around and play freely. As well, there are areas to play team building games, and quiet calming spaces to relax and wind down from a busy day at school.

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Address:

Since the last inspection, leaders and staff have improved their knowledge of safeguarding children. They provide a welcoming environment, where children feel safe and included. Children learn to play with others of different ages and learn from these experiences. Clear expectations from staff help children to understand behavioural expectations. Children take turns and demonstrate patience and cooperation with others. This builds positive relationships with both children and adults and helps them to feel secure.

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Next steps

Leaders should further develop staff's professional skills so they can more precisely support children's growing independence in completing tasks they are capable of doing themselves. Leaders should develop children's understanding of keeping themselves healthy, particularly during mealtimes.

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About this inspection

The inspectors spoke with leaders, staff, children and parents 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. OLDHAM OL9 0BN Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 17:30

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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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