Garston Parkways Kids Club - Springwood

Garston Parkways Kids Club - Springwood

Unique reference number (URN): 2783034 Address: Springwood Heath Primary School, Danefield Road, Liverpool, L19 4TL Type: Childcare on non-domestic premises Registered with Ofsted: 01/05/2024 Registers: EYR, CCR, VCR Registered person: Garston Parkways Kids Club 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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Inclusion Strong standard

Staff have an excellent and comprehensive knowledge about all children's individual needs. They gather extensive and detailed information from parents and carers about children's health needs and dietary requirements. Leaders and staff work closely and highly effectively with parents, the host school and other professionals to accurately identify any additional support that children might require. This helps children to feel a strong and secure sense of belonging. Staff and leaders are determined and proactive in removing barriers for children who need extra help. Staff communicate skilfully with children based on levels of understanding and help them participate confidently in ways they feel comfortable, such as in smaller groups. Children feel fully included, grow in confidence and thoroughly enjoy their experiences at the club.

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Inclusion Strong standard

Leaders are fully committed to ensuring they thoroughly understand the varying needs of children. They have established strong, supportive and trusting relationships with parents. Parents regularly inform the staff about children's home experiences and the things they like and dislike. Children are happy, settled and able to participate confidently in a wide range of activities that interest them. Leaders have professional, effective and well-established partnerships with other settings children attend and expert professionals involved in children's care and education. This means children benefit from consistent, coordinated and targeted support across settings and the club. It also means that staff from the club fully contribute detailed information to the agreed approaches used to support children with special educational needs and/or disabilities.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff create a calm and relaxed environment, where children understand what is expected from them. Staff are positive role models and use respectful behaviour. They give clear explanations to children about how they need to behave. Children follow the routines of the setting and behave well. Staff proactively provide experiences for children to use calming strategies. However, sometimes some staff are not confident to help children identify their emotions and explain how they feel.

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Behaviour, attitudes and establishing routines Expected standard

Staff build secure relationships with children. They listen carefully to what children say and respond with interest. For instance, when planting seeds, staff and children talk about the various flowers, plants and insects these attract. Children form positive relationships with staff and interact with children in different age groups.

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Behaviour, attitudes and establishing routines Expected standard

Staff promote the positive attendance of children. They monitor daily attendance and follow up with families if children do not attend. Staff adapt their interactions to respond to children's age and stage of development. For instance, snack time is enjoyed in separate spaces so they can focus on supporting children to access a social mealtime and suitable experiences to promote independence. Children take pleasure in designing and creating healthy snacks. Children are engaged and demonstrate positive attitudes.

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Children's welfare and wellbeing Expected standard

Staff support the care needs of children. For instance, they prompt children to wash their hands before eating. Children are confident in managing their health and self-care. Staff respond to the different needs of children. They know which children need support to move their bodies and which children benefit from regular supportive interactions.

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Children's welfare and wellbeing Expected standard

Children have a sense of security as they know what is going to happen next. This is because staff mostly help children to understand the routines Staff build secure and positive relationships with children. Staff overall respond sensitively to the emotional needs of children. They get down to children's level and respond to the things they say. Staff provide some opportunities for children to learn about emotions. However, staff do not aways help children develop understanding of their own emotions and those of others.

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Children's welfare and wellbeing Expected standard

Children engage in activities that help to promote healthy lifestyles. They participate in regular outdoor play, where they climb, balance and relax. This supports children's physical development and wellbeing. Information is shared with parents about promoting healthy lifestyles at home. This means children develop a broad understanding of how to keep themselves safe and healthy.

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Leadership and governance Expected standard

Leaders fully understand the strengths of the club, including the way staff meet children's individual needs and the value that experienced and qualified staff bring. However, some newer staff have not yet received a detailed induction to the club. As a result, they are not always fully confident when implementing the club's routines and expectations. Decisions made about children who may require additional support are carefully considered and based on what leaders believe will most benefit the individual child. Children are at the heart of every decision made. Staff have a strong understanding of children's differing needs and respond sensitively and effectively to ensure these needs are met.

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Leadership and governance Expected standard

Staff are well supported by leaders. They benefit from a friendly and working environment, where leaders work alongside staff. Staff feel valued and their workload is manageable. Staff feeling supported and confident in their roles helps them to provide positive experiences for children. Leaders mostly help staff to gain the knowledge and skills they need to undertake their role. However, staff do not always receive specific feedback to help them improve their practice further. This means staff are not always aware of specific steps they can take to improve their knowledge and skills.

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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 settle eagerly and confidently into the club. They feel warmly welcomed as staff greet them positively and talk with them about what they would like to do. Children are confident and independent as they move purposefully around the club, choosing activities that interest them, such as art and gardening. They build strong, supportive and trusting relationships with staff and interact confidently with other children. Children thoroughly enjoy outdoor play, talking happily with their friends as they climb and play on the equipment.

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Inspector:

Deborah Magee Children who need opportunities for quieter times or additional support from an adult receive targeted and sensitive support to help them feel emotionally secure.

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Inspector:

Children are keen to engage and enthusiastically explore the wide range of opportunities available to them. They show increasing independence as they enjoy looking at books and confidently use their creativity and imagination to draw pictures and express their ideas. Staff work closely and effectively with the host school to ensure children's individual needs are consistently met. Parents and carers receive an abundance of detailed support and information and report feeling extremely well informed about the experiences children have. This helps parents to talk meaningfully with their children about the things they have engaged with while at the club and school.

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Inspector:

Children show confidence in testing out their own ideas and trying new experiences. They benefit from staff who consistently recognise their positive achievements and provide meaningful praise and encouragement. Staff provide additional support and reassurance to children who need it, helping all children to grow in confidence and self-esteem. Children attend regularly and fully understand the clear expectations of the club. Children benefit from an inclusive and nurturing environment, where their individual needs are met successfully while they learn, play and have fun.

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Next steps

Leaders should strengthen the induction to ensure all staff have a clear understanding of the club policies and procedures. Leaders should provide staff with consistent and clear feedback to help them complete their roles. Leasers should further develop staff practice to help children recognise their own emotions.

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About this inspection

The inspector spoke with leaders, staff and the special educational needs coordinator 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:

Springwood Heath Primary School Danefield Road Liverpool L19 4TL

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Garston Parkways Kids Club Limited

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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

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

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