S.A.F.E CLUB

S.A.F.E CLUB

Unique reference number (URN): 2752010 Address: Stanwell Fields C Of E Primary School, Clare Road, Stanwell, Staines-upon-thames, TW19 7DB Type: Childcare on non-domestic premises Registered with Ofsted: 01/12/2023 Registers: EYR, CCR, VCR Registered person: Williams, Sian

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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 have created a fun and respectful club. Staff's adapt their interactions to the individual needs of the children. This helps children to develop secure and fun relationships with the staff. Older children are kind to younger children, who they invite into their chosen activities. This helps develop children's friendships across all age groups. Staff take part in the games chosen by the children. They are on hand to support younger children to move to alternative activities if they wish. This supports children's positive behaviours as they are engaged in activities.

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Behaviour, attitudes and establishing routines Expected standard

Overall, staff have clear routines across the club. They collect younger children from their classrooms and, without prompting, children hold hands as they walk back to the school hall ready to start the club. However, some routines tend to give children mixed messages as they wash their hands before mealtimes but are encouraged to go back to play before preparing their snack.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have robust systems in place to monitor children's daily attendance at the club. They make their expectations clear to parents before children start at the club and follow the procedures in place to promote regular attendance. This helps ensure the ongoing safety of children.

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Children's welfare and wellbeing Expected standard

Children are calm and active in their play. They say that they really love coming to the club and taking part in the activities on offer. Staff respond sensitively to children who find the transition from school to the club challenging. They are warm in their interactions and offer reassurance. Staff use various strategies to support children's emotional wellbeing. For instance, children smile with joy as they choose a scented sticker on arrival for their session. This helps children to settle quickly into the play opportunities. Staff provide children with activities to support their physical skills. Children enjoy rolling and making shapes with play dough and taking part in games, such as using the parachute.

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Children's welfare and wellbeing Expected standard

Mostly, staff promote effective hygiene routines. When children arrive, they know where to place their belongings and go to wash their hands. They settle quickly into their chosen play. However, at snack time, although children wash their hands, they return to play before making their sandwiches. Staff gently remind children about how to keep themselves safe when sitting at the tables for mealtimes. They use these social occasions to have meaningful conversations about the benefits of healthy eating. This helps children to develop healthy habits for the future.

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Inclusion Expected standard

Leaders have created an inclusive club that meets the different needs and ages of the children that attend. They gather information from parents when children start and have ongoing communication if children need support or adaptions while they attend the club. This ensures that leaders understand children's additional support requirements. However, leaders have not yet considered how to develop staff's knowledge through a precise programme of professional development to strengthen their understanding of how to support all children at the club. That said, leaders strive to ensure that children with special educational needs and/or disabilities are supported and reasonable adjustments are made. They have considered how to create quiet areas for children if they become overwhelmed. This helps children regulate their emotions. Furthermore, they prepare tubs of sensory items for children to squeeze and relax at the end of a school day.

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Inclusion Expected standard

Staff use strategies to help children who find new environments a challenge. This helps new children to quickly settle and take part in their favourite play activities in the club. Leaders understand the importance of communication, when caring for children who are known to social care, demonstrating awareness of their responsibilities.

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Leadership and governance Expected standard

Overall, leaders have a clear oversight of the provision they offer for children and families. This helps them identify areas of development. For example, they have recently reviewed professional guidance on healthy foods for children at mealtimes. As such, they have adapted some of the foods to ensure they are low in sugar and fat.

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Leadership and governance Expected standard

Leaders implement daily reflection discussion at the start of the sessions and at the end. This helps leaders and staff to reflect on the provision they are offering to meet the needs of the children that are attending. Staff report that they feel very valued and supported in their roles. Typically, leaders offer statutory professional development opportunities. However, they have not yet precisely identified training that strengthens staff practice, in particular to help staff consider how to further support children's play opportunities.

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Leadership and governance Expected standard

Leaders build effective relationships with parents and other professionals. As such, parents speak very highly about the club. They comment on how the staff are kind and particularly support younger children at the club. Partnerships with the host school are well established. This supports children's continuity of care, including those with special educational needs and/or disabilities.

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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 very settled in this well planned and fun club. Leaders and staff take the time to get to know the families and children well. This helps them develop secure trusting relationships that supports their children's emotional wellbeing. Overall, leaders have developed effective routines that help children know what is expected of them. Staff collect younger children from their classroom and calmly walk to the club talking about their day at school. Staff ensure all children are accounted for on collection and have procedures to follow if children are not attending. This helps keep children safe.

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Inspector:

Children are confident and hang their coats on hangers and place their belongings away and wash their hands. Staff support younger children to choose their favourite characters to colour. Children are creative and develop their imaginative play as they create menus for the staff to choose from the role-play kitchen. Older children choose from various books and settle in the comfortable areas to read and relax. Children thoroughly enjoy the activities that reflect their interests. This helps staff to engage in meaningful conversations with them.

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Inspector:

Children are kind and play well together. Staff are positive role models and support children in their games. This helps them to understand the rules of new games. For example, children play a matching card game and take turns with their friends and staff. Older children are thoughtful and often invite younger children into their play as they create a train track. Staff plan a range of physical activities that supports children's health and physical development. Young children develop their hand–eye coordination as they make creations from play dough and explore the many fidget toys on offer.

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Inspector:

Staff have developed effective partnerships with the parents and the host school. They work alongside the host school and complete regular risk assessment to ensure the premise are safe and secure. This helps ensure that when children are collected there are robust procedures in place.

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Inspector:

Leaders support children with special educational needs and/or disabilities. Where needed, staff adapt activities and provide targeted support to ensure all children are included in the club. They ensure that resources are readily available to support children's individual needs. This helps children take part in the activities within the club.

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Next steps

Leaders should continue to support staff to further strengthen routines to promote children's hygiene to the highest levels. Leaders should develop a precise programme of continued professional developmental opportunities to consistently develop staff's practice within the club.

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About this inspection

The inspector spoke with the 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. Kelly Lane

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Address:

Stanwell Fields C Of E Primary School Clare Road, Stanwell Staines-upon-thames TW19 7DB

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 17:45

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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. 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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