Marlow after schoolclub @ Spinfield

Marlow after schoolclub @ Spinfield

Unique reference number (URN): 2763434 Address: Terrington Hill, Marlow, Bucks, SL7 2RE Type: Childcare on non-domestic premises Registered with Ofsted: 23/11/2023 Registers: EYR, CCR, VCR Registered person: Swain, Rebecca

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Leaders ensure that staff understand and apply strategies to promote positive behaviour. Children understand the club's rules and routines and, as a result, behave well and are kind to each other. They demonstrate respectful and polite behaviour towards each other and adults. Children of different ages play cooperatively and share resources. They discuss how to organise games together amicably. For example, as they wait patiently for their turn in the 'wet head roulette' game, they excitedly offer each other advice in order to avoid getting wet. This has a positive impact on children's behaviour and their social skills.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models and children respond positively to their expectations. Children know where to put their coats and bags and that they should wash their hands before snack. These routines support children's independence and self-control effectively. If there are disagreements, staff intervene calmly and appropriately. This promotes a harmonious atmosphere, where children feel safe and valued.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff recognise the importance of promoting regular and punctual attendance to provide consistency, enabling children to benefit fully from the activities provided. Clear collection procedures and daily communication with parents, carers and the host school help to ensure that children settle quickly. Children respond well to the approach of staff and, as a result, relationships are constructive and warm.

p.2

Children's welfare and wellbeing Expected standard

Leaders and staff prioritise children's welfare and wellbeing throughout the setting. For example, because they know children well, staff quickly notice when children are not feeling themselves. They respond warmly to children, ensuring that children's individual needs are met, including children who are disadvantaged and children with special educational needs and/or disabilities. Parents particularly appreciate the consistent and familiar staff, who children know and trust.

p.2

Children's welfare and wellbeing Expected standard

Children are encouraged to develop their independence and self-care skills, such as washing their hands before eating. This also supports children to understand about their personal health and hygiene. Children enjoy healthy snacks as they socialise with their friends. Although children are safe and socialise with their friends, staff do not always sit with and engage children during snack time. This means that children's social skills and opportunities for understanding of healthy lifestyles are not consistently addressed. There are effective systems in place to ensure that children are only offered food appropriate to their individual needs and dietary requirements. This supports children's good health.

p.2

Children's welfare and wellbeing Expected standard

Children clearly enjoy attending the club and clearly appreciate the activities offered. They have warm relationships with staff and are confident to ask for help and support when needed. Staff are considerate and caring. Children know that staff will listen and respond to their needs.

p.2

Inclusion Expected standard

Leaders understand the importance of reducing obstacles to participation for all children and try to ensure that every child feels valued. Leaders and staff demonstrate an appropriate understanding of how to identify and assess children's different needs. For example, staff use enrolment information to identify a child's likes, dislikes and any potential barriers to learning, together with medical or dietary requirements. Staff collaborate closely with the host school, parents and outside agencies, as required, to ensure that all children have the best care. This includes children with special educational needs and/or disabilities (SEND).

p.3

Inclusion Expected standard

Staff ensure that children have a positive experience while at the club. Children are well supported, and they enjoy their activities. Leaders work effectively to reduce barriers to attendance by building positive relationships with families and the host school. They offer support where needed and create a welcoming and inclusive environment in which all children feel safe and valued.

p.3

Inclusion Expected standard

Leaders have participated in SEND training and during staff meetings, update staff on children's needs and any changes that may impact their wellbeing. This ensures all staff know how best to help those who may need additional support.

p.3

Leadership and governance Expected standard

Positive partnerships with the host school, parents and carers enable effective communication and individual support for children. Staff are enthusiastic in their roles, and children clearly enjoy spending time with them. Staff state they feel supported by the leadership team and express that they enjoy working at the setting. Most staff are long standing, providing continuity and consistency.

p.3

Leadership and governance Expected standard

Leaders maintain robust systems for safer recruitment and supervision. They have regular meetings with the staff to discuss activities and concerns. Leaders will act on ideas from staff to improve the provision for children, including those who may be disadvantaged or have special educational needs and/or disabilities. They listen to children's views and incorporate their interests into planning, creating an engaging environment. However, although leaders know the strengths of the club, they find it more difficult to evaluate the areas where even more improvement could be made to support outcomes for children.

p.3

Leadership and governance Expected standard

Professional development opportunities are offered for mandatory elements, such as first aid, safeguarding and food hygiene. However, training is not yet precisely targeted to enable staff to fully develop their practice, knowledge and skills more widely.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children arrive at the club happy and eager to join in activities after their school day. They are keen to chat to staff and share their news. Children demonstrate that they feel safe and welcomed, sharing with the staff what they have done during the day, catching up with their peers and staff alike. This contributes to the children having a sense of belonging and feeling safe and secure. Leaders and staff work effectively to reduce barriers to attendance by building positive relationships with families and the host school.

p.4

Inspector:

Kate Robertson Staff provide an environment that reflects children's interests. They make adaptations to suit the individual needs of all children who attend, ensuring they feel safe, secure and welcomed. Children participate enthusiastically. They are happy and enjoy the games, activities and physical play offered. For example, children take pleasure in group games, such as 'crossing the river,' shouting with delight as they reach their goal.

p.5

Inspector:

The organisation of the available space, although small, provides opportunities for children to be in groups with others of a similar age or to mix with children of different ages. Staff provide a range of activities that meet the interests, ages and developmental ranges of the children who attend. For example, older children are particularly excited at the prospect of playing a favourite game outside.

p.5

Inspector:

Children are physically active. They enjoy outdoor play. Staff encourage children to take age-appropriate risks, as they manage to balance and swing on the climbing frame. Children relish the sense of achievement when they complete tricky tasks. This builds children's confidence and teaches them about their capabilities. Children know the environment well and learn how to manage their own safety. They relish playing in the well-equipped playground, using the apparatus to extend their existing skills. For example, children climb and confidently balance as they access equipment.

p.5

Next steps

Leaders should consider the organisation of snack times to ensure that all children continue to benefit from high-quality staff interactions. Leaders should more precisely evaluate areas for improvement at the club to enrich the children's experience even further. Leaders should offer more targeted professional development support for all staff to further enhance their knowledge and skills to support children's individual needs.

p.5

About this inspection

The inspector spoke with leaders, staff and parents during the inspection.

p.5

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.

p.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7