Panda childcare

Panda childcare

Unique reference number (URN): 2758466 Address: William Martin C of E Infant and Nursery School, Tawneys Road, Harlow, Essex, CM18 6PN Type: Childcare on non-domestic premises Registered with Ofsted: 05/12/2023 Registers: EYR, CCR, VCR Registered person: Kuy, Amanda

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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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Children's welfare and wellbeing Strong standard

Children's welfare and wellbeing are consistently prioritised by leaders. Staff create a highly nurturing environment where children feel very safe and where they are able to relax after school. They listen sensitively to children when they feel worried or anxious. Skilled and caring staff help children with special educational needs and/or disabilities to positively work through their emotions. This kind approach supports all children to understand their feelings and helps them to develop strategies and emotional resilience. The provider has ensured that funding is secured exclusively for children that need additional support in addition to the funding they receive at school. This means that children benefit from continuity of care beyond the school classroom.

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Children's welfare and wellbeing Strong standard

Leaders ensure that the handover with the school is thorough. This supports children's wellbeing by helping them experience smooth, predictable transitions. This enables children to feel safe, confident and ready to explore, developing the skills they need to manage risks and make safe choices.

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Children's welfare and wellbeing Strong standard

Leaders ensure that children consistently develop an awareness of healthy lifestyles. Children enjoy a range of healthy snacks such as crackers, yoghurt and fruit. Staff promote good hydration by encouraging children to refill their bottles regularly. Children confidently manage their own hygiene and self-care needs. The club provides a safe outlet for children to relax after the school day. Children have opportunities to rest, play quietly or engage in energetic outdoor activities.

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Inclusion Strong standard

Inclusion is a significant strength of the provision. Leaders have extensive knowledge around children with special educational needs and/or disabilities. They use this expertise to secure additional funding and provide tailored support that extends beyond the classroom. This ensures that children with additional needs are supported and enabled to participate confidently in the club.

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Inclusion Strong standard

Leaders have developed excellent partnership with the school. Club staff are actively involved in reviews and planning meetings. They engage in discussions about children's needs and use funding in the areas that children most need support. This seamless communication means strategies used during the school day continue into the club. This provides consistency and security for children who rely on routine.

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Inclusion Strong standard

Children who are disadvantaged benefit from funded places. They attend breakfast sessions and have a healthy snack before going home. Staff understand the needs of the families they serve. They adapt their approach sensitively. For example they offer funded sessions for children to attend, instead of older siblings having to take on the care responsibility after school. Children's voices are valued. Staff take time to listen, helping children build confidence and self esteem.

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Expected standard

Every child is welcomed and supported at the club. Older children show kindness to younger peers. Staff model inclusive language and behaviour. Children with complex needs receive consistent, joined up support across school and the club. As a result, children feel included and are able to thrive.

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Behaviour, attitudes and establishing routines Expected standard

Leaders set clear behaviour expectations which are fairly and consistently applied. Children typically behave well and show respect for others. They listen to instructions and understand the importance of the club rules. Staff use consistent messages that help children recognise when their choices are not positive. Children respond calmly to reminders and often self correct without adult intervention. Staff talk to children about their choices and help them to understand how their actions make others feel.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to play and social interactions. They engage in lively conversations with friends. Children share resources and include others in their games. When minor disagreements occur, staff support children to resolve them fairly and kindly. Children show empathy, for example helping peers find friends or supporting younger children who feel shy.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have organised clear routines that help children feel secure. They know where to put their belongings and how to access snack. Children show confidence as they move safely between indoor and outdoor spaces whilst maintaining boundaries. Children hydrate regularly. They ask for refills and understand the importance of looking after themselves when they get thirsty.

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Behaviour, attitudes and establishing routines Expected standard

The environment is spacious and well used. There is currently no designated quiet area for children who need time to regulate. Despite this, staff remain attentive and responsive, offering reassurance and space when children feel overwhelmed. Children show enthusiasm for activities and demonstrate positive learning behaviours such as concentration and cooperation. Attendance is good and children often say they want to stay at the club for longer.

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Leadership and governance Expected standard

Leadership is effective and rooted in a strong partnership with the school. Leaders understand their community and the needs of the families they serve. They work collaboratively with school staff to share information and ensure children receive consistent support across both settings. Safeguarding is well led. Leaders maintain robust policies and procedures. They ensure staff complete all mandatory training. Leaders have a secure understanding of their responsibilities within the early years foundation stage.

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Leadership and governance Expected standard

Staff feel supported and have regular opportunities to share their views. They contribute to planning and reflect on practice. Leaders hold one-to-one discussions with staff to help identify strengths and areas for development. Leaders have not yet fully developed a programme of training to enable staff to attend more regular training to support their practice. They use feedback from the school, nursery and parents to shape the provision and respond to children's needs.

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Leadership and governance Expected standard

The club plays an important role in the community. Parents speak highly of the provision and say that, without it, they would struggle to work. Parents praise staff for 'going the extra mile' and providing more than just care. Leaders ensure disadvantaged children can attend and benefit from breakfast, snacks and a safe space to unwind.

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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 arrive happily at the club. They settle quickly into familiar routines. Staff greet them warmly and take time to listen to their news from the school day. Children show a strong sense of belonging. They move around the space with confidence. Children enjoy their healthy snacks before choosing activities. They confidently talk about what they enjoy doing at the club and who their friends are. Children say they 'love being outside' and enjoy the space to play football and climb. Children form warm friendships and play well together. Older children show care and consideration for younger children. They help them join in games or find friends when they are unsure. Children share resources and take turns.

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

A wide range of activities supports children's interests. This helps them unwind and feel relaxed. Indoors, children enjoy dough and craft activities. They enjoy making owl pictures with coloured feathers. Children talk to staff about when they saw a barn owl. This is extended by staff and helps children connect experiences to their play. Outdoors, children run energetically as they chase bubbles. They work together to build with large blocks and play football as a team. Children laugh as they play and enjoy the freedom of the spacious playground and gardens.

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

Children benefit from clear routines and consistent expectations. They know the rules and understand why they matter. For example, they know that when too many children are on the climbing frame it can become unsafe. Children respond positively to reminders. Staff help children recognise when they need to correct them. Children feel safe and supported. The club provides a nurturing space where children can relax and recharge after the school day.

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Next steps

The provider should continue to explore opportunities for professional development to support ongoing improvements that further enhance the experiences for children.

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About this inspection

The inspector spoke with leaders, practitioners, 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. Clare Ford

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Address:

William Martin C of E Infant and Nursery School Tawneys Road Harlow Essex CM18 6PN

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 03:15 - 05:30

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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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