Chuckle Box Out of School Clubs @ Marian Vian

Chuckle Box Out of School Clubs @ Marian Vian

Unique reference number (URN): 2768242 Address: Marian Vian Primary School, Shirley Crescent, BECKENHAM, Kent, BR3 4AZ Type: Childcare on non-domestic premises Registered with Ofsted: 05/01/2024 Registers: EYR, CCR, VCR Registered person: Bassett, Joy Shirley

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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

Leaders perceptive analysis of the wellbeing needs of children is impressive. They work closely with parents to understand children's feelings and experiences of the after school club. For example, they take into account children who spend extended time with them. Staff plan opportunities for children to feel happy and safe. They have a sharp focus on supporting children's emotional and mental health. When children struggle, staff consistently use strategies to calm them down or help them to manage their feelings. Children with barriers to their wellbeing feel emotionally secure.

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Children's welfare and wellbeing Strong standard

Staff implement children's individual self care plans consistently. This includes working with parents to adapt plans for children's emerging care or medical needs. Leaders effectively amend policies to support children to thrive. Children enjoy routines that help them to develop long lasting healthy habits. For example, they eat wholesome foods and understand the importance of good nutrition. Children spend extensive time outside in the forest area. They explore nature, find bugs, blow bubbles and spend time exploring nature. Children consistently feel motivated to engage in healthy activities. This gives them a solid foundation for their future health and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models for children. For example, they play games with them and teach them about joining in, thinking about others and taking their turn. Children typically behave well. They are kind to their friends and think about how their actions impact them. The youngest children collaborate and play alongside other children well. Staff praise children's achievements and children show excitement as they share their artwork, models and creations. The relationships that staff have with children gives them confidence.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well because staff provide interesting activities that help to keep them motivated. However, staff do not always explain the behavioural expectations to children clearly enough, particularly before starting activities. On occasion, children do not consistently understand the rules and they are not supported to consistently display the best possible behaviour.

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Inclusion Expected standard

Staff work closely with parents to understanding the individual circumstances of all children including those with special educational needs and/or disabilities (SEND). They work closely with schools to consider children's experiences during the school day. This helps them to understand how children feel and support them to transition into after school club. Staff careful adapt their approaches to supporting children. They carefully consider their feelings and emotional needs. This helps all children to have a positive experience at the after school club.

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Inclusion Expected standard

Leaders generally obtain information about the needs of children with SEND from parents and schools to understand their backgrounds and any barriers they face. Leaders have started to take steps to strengthen how they monitor children's experiences and the impact of strategies used to support their care and wellbeing. This includes how they continue to obtain information from experts about children's SEND needs. However these practises are not yet fully embedded to make a sustained difference to children with SEND.

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Leadership and governance Expected standard

Leaders provide professional guidance to staff. They work closely with new staff to help them to understand their roles and responsibilities. Staff enjoy working at the after school club, they say the support given to them by leaders helps them to feel confident. Leaders and staff effectively engage with parents. They give them regular feedback on children's experiences and take their views and thoughts into account. Children and their families contribute to the planning of activities at the after school club. The relationships between staff and families helps staff to support children's care and guides adaptations to practice where appropriate.

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Leadership and governance Expected standard

Leaders provide staff with regular feedback and professional development opportunities. They recognise that continuous professional development for all staff helps to continue to drive improvements in practice and embed approaches consistently to support children. However, learning opportunities for some staff are not yet precisely matched to the needs of all children in the setting. This limits opportunities for all staff to positively contribute to the continuous development of the after school club.

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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 have fun at the after school club. They feel they belong in the warm, colourful and welcoming setting where staff greet them and know them well. Children are all busy as they enjoy enriching activities that help them to negotiate and play alongside others. Children interact happily with friends as they complete tasks, make choices about what to do and solve problems together. For example, children negotiate as they play with board games and decide whose turn it is. Staff give children praise and encouragement that helps them to gain confidence.

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

Children talk positively about their relationships with staff and how they make them feel happy and safe. Staff take steps to ensure that barriers to attendance are swiftly addressed. Leaders maintain close relationships with families which helps them to inform the routines and procedures at the after school club. For example, they carefully consider how to adapt their practice to support children with special educational needs and or disabilities (SEND). This helps to remove barriers for children with gaps in their wellbeing. For example, staff provide support for children who need help with their own self-care. Children thrive because they feel valued. Staff take steps to consider the individual needs of children to support their emotional and mental health. For example, they provide techniques for children to feel calm and reflect on their feelings. This helps all children, including those with SEND, to build a

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

positive self-image. Staff provide a wealth of opportunities for children to connect with nature. For example, children excitedly feed the chickens in the garden and learn about how to care for them. Children learn to respect their environment and themselves, developing long lasting healthy habits for their future lives.

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Address:

Marian Vian Primary School Shirley Crescent BECKENHAM Kent BR3 4AZ

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Address:

Type: Childcare on non-domestic premises

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Next steps

Leaders should support staff should develop how they share the expectations clearly to children throughout the day to help all children to understand and follow the rules consistently well. Leaders should consider how all staff can contribute to the development of their practice by creating professional development opportunities linked to the needs of children to drive improvement across the after school club for all children. Leaders should fully embed how they monitor the impact of strategies used to support children with special educational needs and/or disabilities to make a sustained differences to children with SEND.

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About this inspection

The inspector spoke with leaders, practitioners, the special educational needs coordinator and children during the 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 Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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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