623 Club

623 Club

Unique reference number (URN): 2784837 Address: The Scout Hut, Dukes Drive, Curbar, S32 3YF Type: Childcare on non-domestic premises Registered with Ofsted: 08/05/2024 Registers: EYR, CCR, VCR Registered person: 623 Club

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Safeguarding standards not met

Leaders have not ensured that there is an open and positive culture around safeguarding that adequately protects children from harm.

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Safeguarding standards not met

Those responsible for safeguarding have significant gaps in their safeguarding knowledge and skills. They do not demonstrate an open mindset to be able to identify and take appropriate action in relation to potential safeguarding concerns within the setting. There are inconsistencies in staff's understanding of who to report and escalate safeguarding concerns to. As such, children's safety cannot be assured.

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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 Needs attention

Staff do not consistently set high expectations for children's behaviour. Their responses to children's behaviour do not always provide children with clear and positive boundaries. Staff provide children with instructions to stop certain behaviours, but they do not always help them to understand the reasons why or what they should be doing instead. For example, when children push other children, staff tell them to stop but do not help them to find ways of regulating their behaviour and understanding how their behaviour makes others feel.

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Behaviour, attitudes and establishing routines Needs attention

Staff provide children with interesting activities but do not always recognise their role in supporting children's engagement, so children sometimes become bored and disengaged.

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Behaviour, attitudes and establishing routines Needs attention

Children are polite. They use their manners when talking to staff and their friends. They know some of the routines well, such as washing their hands before eating and when to sit down for snack. Children listen carefully to staff's instructions when walking from school to the club. Leaders explain effectively how they work closely with parents and the school to follow up any unplanned absences from the club.

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Children's welfare and wellbeing Needs attention

Leaders do not effectively help staff to understand their role in promoting children's welfare and wellbeing. Staff generally act in a supervisory capacity, and at times meaningful interactions with children are limited. When returning from school, staff supervise children and indicate when it is safe to cross the road. However, they do not encourage children to know and understand about road safety. During snack time, staff mostly stand and serve

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Urgent improvement

food to children without much discussion. This does not promote children's social skills, independence or their understanding of leading a healthy lifestyle.

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Urgent improvement

Staff who are involved in the preparation and handling of food are appropriately trained. They work closely with parents to find out and meet children's individual health needs, including any dietary requirements. Staff provide snacks that are healthy and nutritious. They know how to prepare foods safely, which minimises the risk of children choking.

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Urgent improvement

Staff provide children with daily opportunities for outdoor physical play. This ensures children have access to fresh air and exercise. Staff provide a 'comment box' and encourage children to share their views and suggestions. This helps children to feel valued and that their opinions are heard.

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Inclusion Needs attention

Leaders do not ensure that children receive high-quality experiences at all times. At times, the environment is chaotic because staff do not consistently help children to engage in activities or help children to know what is expected of them.

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Inclusion Needs attention

Leaders do not have effective inclusive practices. Staff training is not yet targeted to help staff improve their understanding and knowledge of meeting the needs of individual children, including those who may have special educational needs and/or disabilities or emerging needs. Leaders are not aware of how to find information and support to improve the quality of practice and provision, to help all children thrive and reach their full potential.

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Inclusion Needs attention

Staff work in partnership with parents and local schools to find out the interests of children. This helps them to shape the activities and experiences provided for children. Leaders demonstrate an understanding of the professionals they would work with, should they care for children who are known to social care.

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Leadership and governance Urgent improvement

The provider has not put adequate measures in place to ensure that deputy managers and safeguarding leads have the required knowledge and skills to fulfil their roles effectively. Leaders do not demonstrate sufficient understanding of safeguarding procedures. They do not always consider that safeguarding concerns related to staff conduct could happen within the setting. This compromises children's safety.

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Leadership and governance Urgent improvement

Leaders' oversight of the club is not robust enough to accurately assess and improve the quality of the provision. Leaders do not demonstrate a secure understanding of legal requirements and have not taken steps to remain up to date with key changes in the sector. Additionally, they have not taken all steps to notify Ofsted of significant changes that may potentially impact on the running of the provision. Staff state that they enjoy their roles. However, some staff identify that support could be strengthened to adequately equip them to carry out their role. Staff communicate with parents frequently. Parents speak positively about the provision and explain that their children love attending. They say that they like the regular opportunities that staff provide for children to access the local community.

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Compulsory Childcare Register requirements

This setting has not 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 not 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's welfare is not actively promoted within the setting. This is because leaders do not promote an open safeguarding culture. They fail to recognise that safeguarding concerns regarding staff conduct and suitability could occur within the setting. Leaders do not always understand the correct steps to take in the event of allegations or concerns about inappropriate staff behaviour.

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

Children do not consistently learn about expected behaviour boundaries. Staff do not always communicate with children in a positive manner. For example, some staff tell children to 'shush' or shout over rising noise levels to check that children are listening. Children are not always supported effectively by staff to take part in the activities provided. As such, some children lose interest and run around in the club. Children do, however, behave well when walking back from school.

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

Children appear happy to attend and are excited to play with their friends. Some children enjoy playing with construction blocks and others enjoy arts and crafts. Children are eager to visit local play areas within the community and benefit from the outdoor play provided.

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

Children are encouraged by staff to implement hygiene routines, such as handwashing before eating. Children enjoy healthy snacks that are safely prepared by staff. When children are unexpectedly absent, leaders know to follow this up with the school and parents to ensure their welfare.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure that the designated safeguarding lead has the appropriate level of knowledge and skills to provide support, advice and guidance to all practitioners on an ongoing basis, and to recognise and take appropriate action to safeguarding concerns 14/05/2026

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Action Completion Date

improve oversight of the provision to accurately assess where staff require additional support, training and coaching to help improve interactions and practice and promote the welfare and overall experiences of children 14/05/2026

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Action Completion Date

ensure that where a deputy takes charge of the provision in the manager's absence, they have the knowledge and skills required to fulfil the roles and responsibilities 14/05/2026

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Address:

The Scout Hut Dukes Drive Curbar S32 3YF

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

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Action Completion Date

ensure children are supported to understand appropriate behaviour and that children's behaviour is managed in a suitable way 14/05/2026

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About this inspection

The inspector spoke with senior leaders, staff, 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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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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