Time For Change Kids Harlow

Time For Change Kids Harlow

Unique reference number (URN): 2786711 Address: Hall Of Our Lady Of Fatima, Howard Way, Harlow, CM20 2NS Type: Childcare on non-domestic premises Registered with Ofsted: 15/04/2024 Registers: EYR, CCR, VCR Registered person: Time For Change Am 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 Strong standard

Children form extremely warm, friendly and trusting relationships with leaders and staff. For example, they smile and wave at them as they are collected from school. Other children rush into the setting excited to tell staff about their day. Staff warmly welcome children with open arms, smiles, praise and obvious joy.

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Behaviour, attitudes and establishing routines Strong standard

Children behave extremely well at this setting. Staff establish clear and highly effective routines that children understand and follow. Children demonstrate respect, kindness and consideration towards one another and towards staff. Older children provide excellent role models. For example, they wash their hands independently, line up sensibly for snack time and support younger children to follow routines and participate in games.

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Behaviour, attitudes and establishing routines Strong standard

Staff promote high expectations for children's behaviour and attitudes consistently. They reinforce rules and expectations in a calm and positive manner. For example, during discussions about future cooking activities, staff encourage children to consider the dietary needs of others when making choices. Children demonstrate an understanding of inclusion, respect and consideration for others.

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Behaviour, attitudes and establishing routines Strong standard

Children enjoy attending the setting. Parents and carers report that their children are eager to attend and are often disappointed when they are unable to do so. Staff implement highly effective procedures to support children's safety and wellbeing. They register children promptly on collection from school and again on arrival at the setting. Staff follow up immediately with the school office or parents if children who are expected to attend are not present for collection.

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Children's welfare and wellbeing Strong standard

Leaders and staff place children's welfare and wellbeing at the heart of everything they do. They create a nurturing environment, where children feel safe, secure and valued. Staff know all children well and respond quickly to their individual needs. For example, they sensitively remind younger children to use the toilet regularly and provide prompt support when needed. As a result, children develop confidence and independence in managing their personal needs.

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Children's welfare and wellbeing Strong standard

Staff provide children with meaningful opportunities to make choices throughout the session. Children decide whether to play independently with friends or alongside staff. Staff encourage children to take responsibility and contribute positively to the setting. For example, children take on roles as monitors to support established routines. This includes tidying up and reminding others and supporting them to wash their hands before meals. Children respond positively to these responsibilities and show pride in helping others. Staff consistently promote children's independence. Children manage routines confidently, make decisions about their play and take responsibility for their belongings and environment.

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Children's welfare and wellbeing Strong standard

Children benefit from daily opportunities for energetic outdoor play that promotes physical health, cooperation and resilience. Staff provide opportunities for children to develop physical skills and cooperate with others through games, such as football. Children learn to take turns, follow rules and play collaboratively with others. Staff actively teach children how to keep themselves safe. For example, when walking from school to the setting, staff reinforce traffic awareness and road safety. Snack and dinner times are calm and sociable occasions. Staff encourage children to use excellent manners, engage in conversation and develop positive relationships with their peers and adults.

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Inclusion Strong standard

Children thrive in this extremely inclusive and nurturing setting. Staff support children with special educational needs and/or disabilities (SEND) very effectively and know them well. From the outset, staff work closely with parents and carers to gather detailed information about each child. This helps them to understand clearly what children need to feel safe, confident and secure.

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Inclusion Strong standard

Staff consistently adapt activities and routines to meet children's individual needs and ensure that children can participate fully. For example, when children play football games, staff adjust the rules to ensure that children do not encounter barriers that might stop them participating alongside their peers.

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Inclusion Strong standard

Staff quickly recognise when children need extra support to manage their feelings or sensory needs. They respond sensitively by offering reassurance or providing time in a quiet space. This means that children quickly regain confidence and re-join activities with their peers.

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Inclusion Strong standard

Leaders' extensive knowledge of supporting children with SEND is shared effectively through regular staff meetings and training. Leaders also provide ongoing online training to strengthen staff knowledge and understanding of supporting children with SEND and other barriers to learning. For example, staff access training to help them support children with autism, attention deficit hyperactivity disorder and medical conditions, such as sickle cell disease and epilepsy.

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Inclusion Strong standard

Leaders and staff work highly effectively with parents, schools and external agencies, when necessary, to ensure continuity in children's care and support. Staff regularly liaise with school staff to share successful strategies that help children to achieve well.

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Leadership and governance Strong standard

Leaders implement rigorous safer recruitment procedures to help ensure that staff are suitable to work with children. All new staff complete a comprehensive induction programme, which is monitored by leaders. Leaders assign experienced mentors to support staff development during their induction. They ensure that staff receive safeguarding training and read key policies and procedures. Staff engage in regular professional development through an online training platform, which deepens their knowledge of safeguarding, medical conditions and children's individual requirements. As a result, staff identify and respond swiftly to children's needs. This helps children to access the setting safely and without barriers. Leaders drive an inclusive culture across the setting. They actively seek feedback from parents and carers, staff and the local community and use this to inform improvements. Leaders work in close partnership with local schools to provide continuity in children's care

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Leadership and governance Strong standard

and learning, particularly for children with special educational needs and/or disabilities and those who face other barriers to learning. This collaborative approach ensures that children experience consistency and appropriate support across the settings that they attend.

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Leadership and governance Strong standard

Parents speak highly of the support they receive from leaders and staff. They value the effective communication between the setting and schools, which helps them remain well informed about their child's experiences, progress and wellbeing. Effective settling-in arrangements help children to settle quickly and develop a deep sense of security and belonging.

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Leadership and governance Strong standard

Leaders implement a well-considered programme of professional development that strengthens staff practice and deepens their understanding of specific children's individual needs. Staff reflect on their practice routinely. Leaders consider staff wellbeing and workload when planning professional development and daily routines. Staff appreciate these opportunities and feel well supported in their roles. They note that they are a very close team that support each other. This helps staff to work very effectively together and maintain a very close focus on improving outcomes for children.

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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 at this warm and welcoming setting happy and excited. On the walk to the setting, children confidently talk with staff and each other about their school day, road safety and the activities they are looking forward to. Children proudly tell their friends that they are going to 'Time for Change'. Staff warmly greet children with smiles, praise and encouragement. Children develop secure relationships with staff, who know them well and celebrate their achievements. Children experience a good balance of planned activities, free play, team games and daily outdoor play. Staff provide a technology-free environment, where children confidently communicate, build friendships, use their imaginations and remain physically active. Activities reflect children's differing ages, interests and stages of development. For example, younger children learn to take turns as they play games, while older children develop their reasoning and problem-solving skills through games with more

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

Staff place a an emphasis on children's physical development. Children strengthen the small muscles in their hands using tweezers and small construction toys. They also engage enthusiastically in energetic play as they jump between 'islands' during games, such as 'sharks and fishes'. Children behave impeccably and show kindness and respect towards one another. They demonstrate acceptance of one another and include others readily in their play. Children make independent choices in their play and confidently access resources. New children quickly settle because staff and children help them to understand the routines and expectations of the setting. This helps children to develop friendships, feel secure and gain a deep sense of belonging.

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

Staff actively seek and value children's views when planning activities. Children enjoy voting for the food they would like to cook the following day. Staff count the votes with children and help them identify the most popular choice. This helps children to feel listened to and included in decision-making. Parents, particularly those of children with special educational

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Address:

Hall Of Our Lady Of Fatima, Howard Way Harlow CM20 2NS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Time For Change Am Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 18:00 needs and/or disabilities or other barriers to learning, are extremely positive about the care that their children receive and the support provided for families.

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Next steps

Leaders should ensure continued improvement in the setting's already successful work.

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About this inspection

The inspector spoke with leaders, the special educational needs and/or disabilities coordinator, play assistants, early years practitioners, children 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. Local authority: Essex

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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. 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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