St Monica Kidz Club

St Monica Kidz Club

Unique reference number (URN): 2746695 Address: St Monica Primary School, St. Monica Road, Sholing, Southampton, SO19 8ES Type: Childcare on non-domestic premises Registered with Ofsted: 10/08/2023 Registers: EYR, CCR, VCR Registered person: Kidz Play (UK) 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

Since the last inspection, leaders and staff have developed their understanding of how to support children's behaviour. Furthermore, they have ensured they provide a positive environment. Leaders and staff have included the children in establishing rules and boundaries, working together to agree clear and consistent expectations for behaviour that are understood and followed by all.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive behaviour. They are polite, respectful and considerate of others. Staff reinforce kindness through club rules, reminding children, when needed, to share and take turns. They support newer children to feel welcomed and included by introducing children to each other and supporting positive interactions through their play. However, on occasions, staff are not clear on the exact interventions that are in place for children to help them engage in activities when they start. At times, this delays the tailored support for children with special educational needs and/or disabilities and those children that face other barriers to learning and/or wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Staff have established a clear and consistent routine. They collect younger children from their classrooms, children show that they know the routine, they listen well and walk safely through the school to the club. Older children confidently make their own way to the club, letting staff know when they have arrived. Staff have clear recording systems in place for children's attendance and monitor this closely, communicating with parents and the school.

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Children's welfare and wellbeing Expected standard

Leaders and staff encourage children to make choices in their play and when selecting snacks, promoting decision-making skills and confidence. Children benefit from consistent routines that support their wellbeing and sense of security. For example, when children arrive, they confidently help themselves to what they would like for snack. Staff promote healthy lifestyles through the provision of nutritious snacks and by reinforcing good hygiene practices, such as handwashing before having food.

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Children's welfare and wellbeing Expected standard

Children develop secure relationships with the staff. They show how they feel settled and secure as they explore their environment and seek out staff as needed. Leaders and staff are attentive and respond sensitively to children's needs. However, sometimes induction procedures mean that staff do not always seek detailed information about all children until after they start. This does not consistently ensure staff have a secure understanding of children's individual needs before they start.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote children's safety well. They remind children about safe indoor play and support them to understand how to stay safe online, through activities and age- appropriate discussions. Children show how they know to keep themselves safe and remind their friends of this. For example, older children remind younger children to sit down while using the scissors.

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Inclusion Expected standard

Leaders and staff promote an inclusive culture, where all children are welcomed. They are caring and sensitive towards the varied age and developmental needs of the children. Leaders and staff promote children's understanding of diversity, through activities and discussions. They ensure appropriate resources are in place to enable all children to be included. Leaders and staff demonstrate the appropriate skills and knowledge to support children, who may face barriers to learning, and they undertake relevant training to keep their practice current. For example, staff identify when children may have additional sensory needs and provide resources to support them to feel settled and focused.

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Inclusion Expected standard

Leaders and staff work alongside families and other professionals. Generally, they follow established strategies to support children with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing. However, they do not always have access to children's support plans from parents and professionals as soon as children start. This means, sometimes, leaders and staff are unable to review these to plan any specific support children may require, to help them to fully engage in the club when they initially start.

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Leadership and governance Expected standard

Since the last inspection, leaders have improved procedures to provide staff with effective mentoring and coaching, to monitor staff's knowledge and understanding of their role and responsibilities. They ensure that staff are deployed effectively and that there are secure procedures for effective communication between staff. Furthermore, staff have completed additional training and show a secure understanding of the action they would take to keep children safe.

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Leadership and governance Expected standard

Leaders and staff strive for all children to enjoy attending the club and plan for activities to be inspiring and interesting. They ensure that the setting is accessible by all children, including those with special educational needs and/or disabilities. Leaders work in partnership with parents and professionals. However, on occasion leaders do not seek sufficiently detailed information about children before they start.

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Leadership and governance Expected standard

Leaders and staff are enthusiastic, showing a genuine enjoyment of their work. They have an effective understanding of the setting's strengths. Leaders place appropriate importance on staff wellbeing. They complete regular supervisions with staff and identify training needs to support staff development. Staff feel valued and are encouraged to share ideas and contribute to the development of the provision, which helps to continually inform and improve what is offered to children.

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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 happy and settled in the relaxed and supportive environment. They demonstrate that they feel safe and welcomed, as they confidently follow the familiar routine. For example, when they arrive, they quickly put their belongings away and happily choose their own healthy snack. Staff talk with children about healthy eating and encourage them to try different foods. They use snack time to provide opportunities for conversation. Children happily talk about their day and enjoy the social interactions with the staff and their friends.

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About this setting

Unique reference number (URN): 2746695 Leaders and staff have worked with the children to establish clear rules and boundaries. Staff provide regular praise, model respectful interactions and adapt support in line with children's ages and stages of development. Children are kind and respectful and include their friends in their play. Older children show great care towards the younger children. For example, they help them to understand how to play board games. Staff provide a range of activities that meet the interests, ages and developmental ranges of the children who attend. For example, children enjoy taking part in craft activities. They celebrate what they have made with their friends, talking about their creations while giving each other praise.

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About this setting

The transition from school to the club has been well thought out. Staff collect younger children from their classrooms and older children make their way to the club themselves. They monitor children's attendance and communicate with school staff to support the children in both environments. Staff have conversations with parents when children are collected, sharing information about the children's day.

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Next steps

Leaders should strengthen partnership working with other professionals to further enhance their understanding of all children's needs, including children with special educational needs and/or disabilities and those who face other barriers to learning and/or wellbeing. Leaders should strengthen communication with parents and enhance induction procedures for children, to ensure they are fully informed about all children before they start.

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About this inspection

The inspector spoke with leaders 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:

St Monica Primary School St. Monica Road Sholing Southampton SO19 8ES

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kidz Play (UK) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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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