S4K - St Giles Church of England Primary

S4K - St Giles Church of England Primary

Unique reference number (URN): 2804480 Address: St. Giles C Of E Primary School, Walsall Street, Willenhall, WV13 2ER Type: Childcare on non-domestic premises Registered with Ofsted: 29/08/2024 Registers: EYR, CCR, VCR Registered person: S4K Surrey 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

Staff build positive relationships with children. They gain information from the school and parents to understand each individual child's needs and interests. This helps them to ensure all children enjoy attending. Staff understand how to work with others, if needed, to further support children.

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Behaviour, attitudes and establishing routines Expected standard

Staff know children well and provide activities that meet the developmental needs of all that attend. For example, staff play card games, such as 'snap', with older children and make it fun. They take turns with each other and celebrate when someone matches a card. This allows children to have a positive attitude to their learning and feel a sense of achievement if they match correctly.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and follow instructions given by staff. They share resources and use their manners throughout the day. Staff then reinforce positive behaviour by praising children and explaining to them what they have done well.

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Behaviour, attitudes and establishing routines Expected standard

Children play together in groups during a variety of different activities. When outdoors, children play football and take it in turns to be on different teams. Indoors, children use their imagination with dolls and take turns with the small-world resources on offer.

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Behaviour, attitudes and establishing routines Expected standard

Children regularly attend the club. Staff record attendance and speak to parents about the importance of regularly attending.

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Children's welfare and wellbeing Expected standard

Leaders have developed a safe and welcoming environment and provide children with a wide range of experiences, inside and out. This allows children plenty of opportunities to exercise and engage in physical play. A routine is in place to allow children to have structure during their day. However, staff do not consistently use their knowledge of children to ensure they follow routines and do not wait too long before moving on to the next activity.

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Children's welfare and wellbeing Expected standard

Staff support the wellbeing of all children. They recognise when children need time away from activities and explain how they would regulate their emotions if needed. For example, staff explain how they would use the outside environment and exercise to calm children down if they become overwhelmed during the day.

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Children's welfare and wellbeing Expected standard

Children are supported in learning about being healthy and keeping themselves safe. They talk about healthy foods as they eat fruit at snack time. Children learn about healthy lunch boxes and what foods are good for them. Staff develop children's understanding of keeping safe. They learn about using sun cream and keeping hydrated during the warmer weather.

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Inclusion Expected standard

Leaders and staff work closely with the school to ensure all children are included in activities. Leaders liaise with school staff, including the school special educational needs and/ or disabilities coordinator to discuss children's needs and how the club can support them.

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Inclusion Expected standard

Staff recognise children that may need additional support and make appropriate adaptations to meet their needs. For example, using feedback from parents and by working closely with the school they develop and adapt their activities. They involve homework in their daily routine and give set time for children to do school work. This supports parents with their work-life balance and reduces barriers to taking part in activities that some children may face.

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Inclusion Expected standard

Activities provided are adapted to meet the development stages of all children. Staff know children well and this is reflected in the experiences provided. For example, staff support younger children with their independence skills, while older children are supported with more academic skills.

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Inclusion Expected standard

Leaders explain how they work with external agencies to support the needs of any disadvantaged children they have. They know how to work with other professionals to offer additional support and how they would work closely with their families to ensure their needs are met.

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Leadership and governance Expected standard

Leaders reflect on staff's practice and use feedback from children, parents and the school to adapt and improve the club. Staff use children's voices and opinions to follow their lead during the session. They provide specific time to focus on areas where children need additional support. For example, children can access their school homework log each day. They have opportunities, if they wish, to complete homework in the club. Staff offer support and guidance for these children when needed.

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Leadership and governance Expected standard

Leaders share strengths of the club and areas they would like to further develop. Leaders support staff in accessing training to further develop their skills and offer regular communication to support staff's wellbeing and workload. However, training could be more focused on supporting staff's knowledge relating to identified areas of improvement to further improve practice.

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Leadership and governance Expected standard

Parents speak highly of the club. They share the effectiveness of the club and how it helps them with a balance between home and school. Parents explain how well the club communicates with them. Staff share information daily on children's progress and the opportunities children have been involved in.

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Leadership and governance Expected standard

Staff explain how they work closely with the school as well as the local church. They contact outside agencies, if needed, to support children with barriers to learning and engagement with the school is regular and effective.

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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

Staff collect children from their classrooms and greet them warmly. They immediately begin to communicate with children to ask how their day has been and find out what they have been doing. Children follow the routine as they arrive, hanging up their bags and coats and sitting down. Staff ensure the environment is safe and secure for children to be in. They count children as they arrive and ensure all doors are locked to ensure the safety of all children. Children treat each other with respect and kindness throughout the club. They take turns and share with each other. For example, older children offer to teach children how to play monopoly. They ask children to watch and observe before allowing children to have a go themselves. This shows the positive values that are embedded in the club.

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

Staff read the children's schoolbooks with them on a daily basis. They support them to learn to read new words based on each child's individual level of development. Older children freely read to each other and to staff. Parents speak highly of this strategy and share the positive impact it has had on children's language and literacy skills, and say they are making further progress with support from the club.

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

Staff encourage children to make their own choices throughout the day. Children choose what fruit they want at snack time, choosing from a variety of healthy foods on offer. They are able to share what they want to engage with and independently select the resources they need. When outside, they share with staff what they want to do. This encourages children to have their own voice and follow their interests.

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

Children have frequent opportunities to develop their physical skills. They practise skills they have developed by using an assault course. The eagerly kick and throw balls, playing football and throwing the ball into a hoop.

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

Leaders remove all barriers to learning to allow all children to thrive and enjoy their time in the club. Staff build secure relationships with children, their families and other agencies to ensure all children, including those with special educational needs and/or disabilities (SEND), are included and make progress.

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Next steps

Leaders should focus staff training opportunities to specifically develop staff knowledge, to further enhance practice. Leaders should develop routines to meet the needs of all children and to support the transitions taking place throughout the day.

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About this inspection

The inspector spoke with leaders, staff, parents and children 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. Giles C Of E Primary School Walsall Street Willenhall WV13 2ER

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Address:

Type: Childcare on non-domestic premises

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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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