Swanwick Kids Club

Swanwick Kids Club

Unique reference number (URN): 2780900 Address: Centenary Centre, Chapel Street, Swanwick Alfreton, DE55 1BJ Type: Childcare on non-domestic premises Registered with Ofsted: 26/02/2024 Registers: EYR, CCR, VCR Registered person: Swanwick Kids 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

Staff support younger children effectively through a key-person system, helping them feel secure and confident. For example, each child is collected from school by their key worker, ensuring a familiar face and a consistent, reassuring routine. Staff provide younger children with appropriate activities, such as imaginative play and small-group games. As a result, all children confidently access activities and show a growing sense of belonging.

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Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models and consistently model good manners. They praise children for their positive attitudes to learning. For example, when children keep trying to score a goal, staff and children cheer and celebrate their success. Children engage in activities collaboratively. They talk confidently with staff about what they are doing and involve them in their play. Leaders and staff embed consistent age-appropriate behavioural expectations that children understand and follow.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have systems in place to monitor children's daily attendance at the club. They follow procedures to promote regular attendance. This helps to ensure children's ongoing safety and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Although teatime is a positive, social occasion for children, routines are not always managed effectively. During teatimes, some staff are engaged in other tasks, so they are not always fully available to support and engage with children. As a result, children can become unsettled or experience delays in receiving cutlery. This results in children using their hands to eat hot meals. The current arrangements for mealtimes do not yet fully support children's personal care needs.

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Children's welfare and wellbeing Expected standard

Staff provide a wide range of activities for children to explore freely, helping them have fun in a calm, welcoming environment. Children have many opportunities to share their interests and preferences. Leaders have introduced roles for children to take part in planning meals and activities they enjoy. This approach helps children feel valued and motivates them to take part in activities more confidently.

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Children's welfare and wellbeing Expected standard

Staff support children in recognising and managing their emotions. They use strategies to help individual children. For example, they engage children in gentle discussion to talk about how they are feeling, offering them a quiet space or trying a different activity. This supports children to take appropriate action to help them feel happier and settled.

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Children's welfare and wellbeing Expected standard

Leaders engage in cooking activities with children. This increases children's knowledge of different ingredients and encourages them to try new foods. Staff meet children's individual dietary requirements effectively. All children sit together and enjoy a social teatime. Staff sit with children while they eat, to support safer eating.

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Children's welfare and wellbeing Expected standard

Over time, children develop their physical skills, which strengthens their coordination, stamina and physical confidence. Although children have opportunities to be physically active and are offered a range of healthy foods, leaders do not yet support children to understand how these habits contribute to a healthy lifestyle.

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Inclusion Expected standard

Leaders take action to ensure an inclusive environment. For example, they provide areas for children to be physically active and areas where children can relax in a calm, quiet environment. Appropriate training supports staff in assessing and meeting children's individual needs. Staff discuss how to meet children's needs effectively with parents. Leaders also liaise with teachers about the support children receive in school. This helps leaders to understand and support all children by making adjustments to personalise their experiences.

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Inclusion Expected standard

Leaders discuss education, health and care plans with parents and schools, so staff typically understand how to support each child. Staff review children's care plans weekly to ensure they are meeting their changing needs appropriately. Leaders identify children who may be vulnerable and act quickly to put support in place. These approaches reduce barriers and help children feel safe, included and confident.

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Inclusion Expected standard

Staff know all children well and take time to find out how they are feeling and what else they would like to do at the club. They have introduced 'mini manager' roles and children take turns planning the weekly menu and activities. This helps children feel included and ensures their voices are heard.

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Leadership and governance Expected standard

Leaders have failed to notify Ofsted of a change in circumstances, however, there is no impact on children. Overall, leaders have a clear oversight of the setting. They use their knowledge and skills to support staff in carrying out their roles with confidence, while maintaining fair and realistic expectations regarding workload. Termly meetings are held to identify training needs, enabling leaders to direct staff towards professional development opportunities that further enhance their knowledge and skills. Staff report that leaders are approachable and help to create an enjoyable working environment. Through positive feedback, leaders help staff build on their strengths and interests. For example, some staff lead creative activities and sports, while others focus on supporting children with additional needs and/or disabilities.

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Leadership and governance Expected standard

Parent partnerships are positive, and communication is clear. Leaders offer care to siblings to better support families' needs. Parents report that their children are happy to attend and enjoy the variety of activities on offer. They state that staff work with parents to accommodate dietary requirements and give clear information on handovers about what their children have eaten. Staff also complete homework with children, which supports busy family life.

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Leadership and governance Expected standard

Leaders and staff build positive relationships with the local school that children attend. They work collaboratively on children's individual plans and ensure the same adjustments are made in the club. This helps children feel safe, secure and settled through continuity.

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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 come out of school with big smiles, when they see the kids club staff. They eagerly put on their hi-vis vests to show they are a part of the club. Some children immediately offer cuddles to staff, showing secure relationships. Children understand the rules and boundaries in place to help them walk safely from the school to the club. They know to look both ways and check for cars before crossing the road, and they wait patiently for the 'Green Man' before crossing safely.

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Inspector:

Kate Francis As children arrive at the club, they are excited to start the activities on offer. They hang up their school bags and coats, and help each other put their hi-vis vests into the bag. Children explore activities confidently, choosing what they want to play with. They enjoy learning through crafts, such as colouring. They design props to engage in role play with their friends. These activities help children develop their imagination and work collaboratively with their peers. Some children immediately engage in a small-group football game, demonstrating positive social skills as they take turns, cooperate and play well together. Staff plan these activities to help children release any built-up energy from school.

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Inspector:

Children have access to both indoor and outdoor play and can choose where they would like to play. Staff provide many ball games that children thoroughly enjoy. They practise skills such as coordination as they try to get the ball through obstacles. Children persevere and are pleased to show staff when they succeed. Staff join in games with younger children. They play team games, taking turns to be the leader. These outdoor games help children build positive relationships, resilience and social skills.

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Inspector:

Leaders explain that they create a home-from-home environment. They offer a wide range of experiences, from calm and quiet activities to lively physical games, helping to meet children's differing interests and needs. This helps all children feel safe and secure. Leaders promote regular attendance. They make reasonable adjustments for parents working different shift patterns to promote attendance.

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Next steps

Leaders should support staff to organise mealtimes more effectively so that routines run smoothly and children receive consistent support and encouragement during these times. Leaders should support staff in further promoting healthy lifestyles and helping children understand the benefits of healthy choices.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, 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.

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Address:

Centenary Centre Chapel Street Swanwick Alfreton DE55 1BJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Swanwick Kids Club Ltd

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Address:

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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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