Debi Day Care Before & After School Club

Debi Day Care Before & After School Club

Unique reference number (URN): 2780645 Address: Merley Community Centre, Harrier Drive, WIMBORNE, Dorset, BH21 1XE Type: Childcare on non-domestic premises Registered with Ofsted: 14/03/2024 Registers: EYR, CCR, VCR Registered person: Donovan, Deborah

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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

Leaders and staff have high expectations for children's behaviour, ensuring these are age- appropriate and suited to their individual needs and abilities. They ensure consistency when implementing these expectations and act as excellent role models for children. Consequently, children have a very secure awareness of what is expected of them throughout the session. This creates a calm, nurturing and respectful environment, where children flourish. Staff quickly and calmly address any issues that arise, maintaining clear expectations that are fully embedded into their practice. For example, staff swiftly recognise when children become overwhelmed and discuss with children, calmly, how they can resolve this together. Children feel deeply valued and understood, supporting their emotional security.

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Behaviour, attitudes and establishing routines Strong standard

Staff embed consistent routines throughout the club, right from the start. Transitions between school and the club, as well as between activities, are seamless. Children move from one activity to another and know what will happen next. For example, children flow freely from outside to inside, washing their hands independently, ready to sit down for snack. Any children who do not want snack, happily engage with other activities of interest, including sorting various sized animals into big and little and discussing where these animals come from with staff. Children's choices are valued and respected by staff, within a well-organised and harmonious environment.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff recognise the importance of promoting regular and punctual attendance to provide consistency, enabling children to benefit fully from the activities provided.

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Children's welfare and wellbeing Expected standard

Leaders promote physical development well and children have daily access to outside areas, supporting their physical health and wellbeing. Leaders and staff ensure the environment has quieter spaces for children when needed. This helps them to build awareness of their emotions and begin to self-regulate. Staff regularly check in with children, demonstrating attentiveness and care towards their individual needs and feelings. This promotes inclusive approaches and helps children to build a secure sense of belonging. Children know that staff will listen and respond to their needs.

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Children's welfare and wellbeing Expected standard

Leaders and staff typically provide plentiful opportunities for children to develop their independence and self-confidence. Children eagerly arrive and put their belongings away. They attend to their toileting needs and understand the importance of hygiene routines, such as washing their hands before food and after coming in from outside. Staff closely supervise children during snack time and remind them to sit nicely when eating and why this is important. This shows that safe eating procedures are in place. Children enjoy their own snacks and those provided by the club, including a variety of healthy options. However, staff do not make the most of these opportunities to discuss healthy and unhealthy food choices with children. This does not build consistently on children's knowledge of how to make healthy choices.

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Inclusion Expected standard

Leaders and staff know children well and typically demonstrate their awareness of children's needs and abilities. They respond to these effectively and reduce barriers to children's learning where needed. Leaders have developed professional and meaningful relationships with the local school and with families. This helps staff to make adaptations to support children's emerging needs so they can access an inclusive and safe environment.

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Inclusion Expected standard

Leaders and staff demonstrate their awareness of how to identify and assess children's needs. For instance, staff use enrolment information to identify any potential barriers to engagement, together with medical or dietary requirements. Leaders demonstrate a secure awareness of how to seek relevant advice and work closely with external agencies and families to support children. Leaders acknowledge that implementing more structure around targeting training through supervisions will further build on staff's practice, including enhancing staff's knowledge around special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders typically have clear oversight of the club and understand the importance of self- evaluation, providing ongoing commitment to and care for the experiences of children and their families. Leaders gather regular feedback from children and families, to identify what is working well and areas for development. Families report positively on how this makes them feel part of the club and that their opinions are taken into consideration. Leaders make decisions based on the best interests of children. For example, leaders recently acquired funding to provide table-tennis equipment in the outside space.

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Leadership and governance Expected standard

Staff feel highly valued and are dedicated to their roles and responsibilities. Leaders ensure they have termly meetings to share relevant updates, recently including a new policy on sustainability. However, leaders have not yet refined staff supervisions to help to clearly identify and target training. This does not yet enable staff to fully develop their practice, knowledge and skills more widely.

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Leadership and governance Expected standard

Leaders have established positive partnerships with the local school and the community. For example, leaders have open days for new families who may be starting at school. This provides a real sense of community from the start. Families comment on the fun, sociable and relaxed environment the club provides for their children. They report on the noticeable differences in children's behaviour and manners at home and give high praise to the nurturing staff who, parents and carers say, show 'genuine happiness' in their roles.

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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 eagerly arrive at the club and keenly chat to staff about their school day. They engage confidently in a variety of activities that are suited to their interests. For example, older children draw their own hopscotch using large chalks and younger children happily join in as they play. Children are physically active. They enjoy a short walk from their school to the club and like to spend time outside, running and chasing their friends. Leaders ensure that children who prefer a quieter space have access to inside areas, adapting the environment to suit the needs of all children. This ensures children including those who face

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About this setting

Unique reference number (URN): 2780645 barriers to their wellbeing and engagement feel safe and secure throughout their time at the club.

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About this setting

Children demonstrate confidence as they explore the environment, excitedly seeking out their peers and staff, to join their play. Children show delight in the conversations they have with staff about their home, school and club experiences. For example, children eagerly tell staff about various makes of cars and talk about their favourites. Relationships between staff and children are warm, trusting and secure. Families feel warmly welcomed into the club and feel their opinions are valued.

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About this setting

Children naturally immerse themselves in the activities and are deeply engaged and focused, with staff supporting them well. The behaviours and attitudes demonstrated by children are excellent. They take turns, wait patiently and respect each other. Younger children look to the older children as role models and they play collaboratively. Leaders promote attendance, supporting children to quickly understand the expectations and routines. This helps children to develop security, supporting their emotional wellbeing.

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Next steps

Leaders should ensure that supervision sessions are sharply focused to help staff to build on their knowledge and expertise. Leaders should strengthen how they help children to develop their understanding of healthy lifestyles.

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About this inspection

The inspector spoke with leaders, staff, children, 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:

Merley Community Centre Harrier Drive WIMBORNE Dorset BH21 1XE

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:20 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

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Address:

Local authority: Bournemouth, Christchurch & Poole

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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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