S4K - Chilworth C of E Infant School

S4K - Chilworth C of E Infant School

Unique reference number (URN): 2783315 Address: Chilworth Infant School, Dorking Road, Chilworth, Guildford, GU4 8NP Type: Childcare on non-domestic premises Registered with Ofsted: 16/04/2024 Registers: EYR, CCR, VCR Registered person: S4K Surrey Ltd

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Children are friendly members of this club, they make friendships across all ages. Staff are fun as they play games with the children, this helps promote a positive play atmosphere within the club.

p.2

Behaviour, attitudes and establishing routines Expected standard

Behaviour and routines in the setting are generally well established. Staff have clear routines and overall high expectations in place that typically support children's behaviour. Children know the routines at the start of the session and place their belongings away. Older children are kind and help children to take part in group games. Staff are positive role models and help children to develop their manners at social times. However, in some transitions, when children have finished activities, staff do not remind children to tidy away before they move on to their chosen activity. As such, some children are not always clear about the behaviours expected of them.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have robust systems in place to monitor children's daily attendance at the holiday club. They make their expectations clear to parents before children start at the club and follow the procedures in place to promote regular attendance. This helps ensure the ongoing safety of children.

p.2

Children's welfare and wellbeing Expected standard

Leader place high priority on children's welfare and wellbeing. Children have developed positive relationships with staff. Leaders and staff take the time to get to know the children and the families well. As such, children often invite staff into their chosen games. New starters to the club are welcomed and soon engage within the activities. Staff are attentive to children's moods and emotions, offering reassurance and support. They help children to regulate their feelings in a positive way. This supports children's wellbeing. Sometimes staff do not recognise when children need support to move on to another activity, this means children become a little excited and lose their focus on what it is they would like to play with.

p.2

Children's welfare and wellbeing Expected standard

Leaders have generally established effective daily club routines to support children's care, including any children with barriers to their play. Staff remind younger children to wash their hands before snack time, they talk about the benefits of regularly drinking water to stay hydrated as they play. This helps children develop healthy habits for the future. Children are not always provided with the level of independence they are capable of to assist with routines. For example, at snack time younger children tend to queue up as they wait for staff to serve their choice of snack and pour their drinks. Leaders recognise this weakness and the further opportunities they could provide children to develop their independence.

p.2

Inclusion Expected standard

Leaders and staff create an environment where children feel welcome and valued. Leaders support staff to monitor children's engagement and provide timely support to help staff adapt the environment and resources. This means that every child, including those who face barriers to their learning, can experience the various activities that the club provide. Leaders actively seek information from parents before children start at the club. This enables staff to make thoughtful adjustments and plan approaches to support the needs of every child.

p.2

Inclusion Expected standard

Leaders are committed to ensuring that all children, particularly those who are vulnerable or disadvantaged, can access the enriching experiences the club offers. They work closely with the school to ensure that parents are aware of the services they offer. Parents comment on the flexibility of the club and how leaders' communication is responsive to support any medical needs their children may have.

p.3

Inclusion Expected standard

Leaders ensure that staff receive targeted training on how to cater for the diverse needs of children who may attend the club. This helps staff deepen their knowledge on how to make adaptations and plan the environment to support children with any barriers within their play.

p.3

Leadership and governance Expected standard

Leaders demonstrate a clear commitment to providing high-quality care and continually reflect on their practice to improve outcomes for children. They demonstrate a clear understanding of the provision's strengths as well as areas for development. They use this insight to drive continuous improvement. For example, they recognise the importance of regular training for staff to develop their plays skills. Robust recruitment systems and thorough staff induction processes ensure that all team members are well prepared for their roles. Leaders place high priority on staff's wellbeing. Staff report that they feel very happy in their role and are valued members of the team.

p.3

Leadership and governance Expected standard

Staff and leaders have regular discussions to identify professional development opportunities, to help them build their knowledge to support children in the club. Although in its infancy, leaders have a clear action plan and have systems in place to support staff's own learning and development. This will help to strengthen the quality of the club. Leaders work effectively with parents and carers with many providing positive feedback about communication and care. They say that their children often 'want to stay longer' and attend on the days that they are not booked in for. Leaders and staff have systems in place to review children's attendance to ensure that children are accounted for and safe.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children are settled in this fun after-school club. Leaders have established robust routines to ensure that younger children are collected from their school classrooms at the end of the school day. This helps staff monitor children's attendance and keep them safe. Children are caring and mostly follow the expectations set by staff. Staff are positive role models for children. They help children to understand the rules of the club so everyone can stay safe and enjoy their time at the club.

p.4

Inspector:

Kelly Lane Children thoroughly enjoy this social time as they talk about their school day. Children are supported to well take part in the conversations and those who are less confident are supported well by staff, who adapt their practice to meet their needs. This supports children's emotional wellbeing. Children develop positive self-care habits as staff guide them to wash their hands before joining the group for their healthy snack, helping them understand how to keep themselves healthy.

p.5

Inspector:

Children play various board games as they talk about the differences between their characters. Older children are kind and help already confident younger children learn the more complex rules of a game of chess. Children develop their friendships with each other and staff. Children create large dens and set a challenge for staff to see if they can enter the den without it breaking. Staff provide resources and equipment that promotes children physical development, both inside and outside. Children concentrate as they learn how to hit a tennis ball in the air.

p.5

Inspector:

Children enjoy the bikes in the outside space and ensure these are readily available for the children to support their imaginative play. Children whizz around chasing each other in their play, laughing and giggling. Leaders recognise the benefits of regular fresh air and exercise after a busy school day. Leaders make adjustments to the club to support children with special educational needs and/or disabilities or barriers within their play activities. They work with the parents and other professionals alongside any individual plans to meet children's needs.

p.5

Next steps

Leaders should build on how staff adapt and extend activities so that children remain consistently engaged across the session. Leaders should help staff to consider ways to give children more opportunities, in helping care for their environment before moving on to their next activity, to further promote children's positive behaviour.

p.5

About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

p.5

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.

p.5

Address:

Chilworth Infant School Dorking Road, Chilworth Guildford GU4 8NP

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8