Kidz Place afterschool & holiday club Banks Road

Kidz Place afterschool & holiday club Banks Road

Unique reference number (URN): 2799419 Address: Banks Road Cp School, Banks Road, Liverpool, L19 8JZ Type: Childcare on non-domestic premises Registered with Ofsted: 22/08/2024 Registers: EYR, CCR, VCR Registered person: Kidz Place After School & Holiday Club 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

Practitioners role model expected behaviours and reinforce positive behaviours. They praise children for sharing, listening and helping one another. Consequently, most children demonstrate positive behaviours and attitudes towards each other and their environment. Children are kind and caring, they use their manners and play cooperatively with their friends. For example, they work together to build complex structures with the LEGO bricks. They share craft resources and cheer each other on in a game of badminton. Staff encourage participation and adapt activities thoughtfully to ensure that all children, including those with special educational needs and/or disabilities or other barriers to participation, can access the full service successfully.

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Behaviour, attitudes and establishing routines Expected standard

Practitioners typically use positive methods to gain children's attention and reinforce expectations of how to behave. For instance, when they clap out a rhythm, children stop what they are doing and listen to instructions. However, greater communication with the host school about the approaches used to support individual children would help provide more consistent guidance and behaviour support to enable children's best possible behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with families to emphasise the importance of attendance, helping them to form positive habits for the future.

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Children's welfare and wellbeing Expected standard

All children, including those with special educational needs and/or disabilities or other barriers to participation, experience a calm, nurturing and emotionally secure environment, where they feel safe, valued and confident. Leaders and practitioners develop secure relationships with children, which is evident from the point of arrival. All children are invited to, and encouraged to, participate in wider group activities with their peers. Equally, practitioners recognise when children want to have their own space, to sit quietly and read a book.

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Children's welfare and wellbeing Expected standard

Practitioners plan their environment to enable children to be physically active both indoors and outdoors, which children thoroughly enjoy. Additionally, children are provided with healthy and nutritious snacks and have access to drinking water. Snack times are a real social occasion. Practitioners ensure that children are well supervised when eating and take opportunities to promote positive manners and effective hygiene routines. However, on occasions practitioners do not make the most of such routines to enhance children's knowledge and understanding about making healthy choices.

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Inclusion Expected standard

Leaders and practitioners have a clear understanding to promote inclusive practice to ensure that all children access a welcoming and supportive environment. They have a secure understanding of their local community needs, which helps them to offer a flexible and responsive service. Furthermore, this helps to reduce barriers to attendance through meeting families' needs.

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Inclusion Expected standard

Practitioners gather information on entry, which helps them to understand and assess children's needs. This helps to reduce any barriers to learning and participation quickly. Parents and carers comment positively on the support and guidance they receive from practitioners and how this has helped their children to make progress in their development. Practitioners work with external agencies, including children's social care, to ensure coordinated support for children who are known or previously known to these services. They follow agreed plans and maintain clear communication to promote safety and consistency. Practitioners make adaptations to their environment to enable all children to fully participate in the service they offer.

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Inclusion Expected standard

However, on some occasions, practitioners do not always gather information from the host school so that they can implement consistent support strategies for children.

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Leadership and governance Expected standard

Leaders demonstrate a passion for, and thorough understanding of, the setting's context. They understand the club's strengths and priorities for their children and the community. Leaders and practitioners listen to children's views about the setting and take action.

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Leadership and governance Expected standard

Leaders ensure that through an effective supervision process their practitioners have opportunities to discuss individual children's needs. Additionally, they are able to reflect on their practice and set targets for further development. Those new to leadership roles feel well supported and have access to a range of professional development training and qualifications. Leaders ensure that policies and procedures are understood and implemented by all. This ensures that children are kept safe. All staff feel their wellbeing and workload are managed carefully, which helps them to fulfil their roles and responsibilities. Leaders maintain positive relationships with parents and carers and engage effectively with families to support children's needs. As a result, families feel involved and supported and speak highly of the care their children receive.

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Leadership and governance Expected standard

Leaders are aware of their responsibilities under the early years foundation stage, they have supported practitioners to undertake professional early years qualifications. This ensures that those younger children are well supported in their environment.

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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 enjoy this friendly and inclusive setting. They arrive full of chatter about their day at school and receive a warm welcome from practitioners. Children show that they are familiar with the routines as they hang up their belongings and go off to find their friends.

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

Children benefit from a balance of planned activities and free play, as well as daily outdoor play experiences. They develop positive social skills as they play and learn alongside their peers. For example, children challenge practitioners to a game of badminton and are keen to get the winning points. Those that are waiting to play do so patiently, waiting their turn

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About this setting

Unique reference number (URN): 2799419 while making sure that the rules of the game are followed meticulously. At the end of the game, children shake hands and tell each other, 'Well done'. Children show great kindness and respect to each other.

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About this setting

Leaders and practitioners adapt the setting to meet children's individual needs, including those with special educational needs and/or disabilities and other barriers to participation, so that every child takes part and achieves well. They develop trusting relationships with children and their families. Children comment on how they feel listened to and safe if they have any worries or concerns. Children behave well and follow clear expectations, contributing to a calm and purposeful environment. They know and understand the club rules, for example they follow the setting's security procedures when moving around the school and at collection time, which helps keep everyone safe.

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About this setting

Leaders understand the importance of attendance and provide flexible operating hours for parents to help fit around their lifestyle. This helps children to attend regularly.

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Next steps

Leaders should further strengthen already positive relationships with the host school to implement consistent support strategies for children. Leaders should support practitioners to make the most of daily routines to teach children about healthy lifestyles.

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About this inspection

The inspector spoke with leaders, practitioners and parents and carers 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:

Banks Road Cp School Banks Road Liverpool L19 8JZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Kidz Place After School & Holiday Club Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 03:30 - 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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