Cockerham Kids' Club

Cockerham Kids' Club

Unique reference number (URN): 2813071 Address: Cockerham Parochial School, Main Street, Cockerham, Lancaster, LA2 0EF Type: Childcare on non-domestic premises Registered with Ofsted: 24/09/2024 Registers: EYR, CCR, VCR Registered person: Scotforth After School Club

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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

The environment is extremely calm, happy and very conducive to supporting children's emotional security. Children have plenty of space, inside and outdoors. This helps them to engage in their chosen activities, active play or to sit quietly and chat with their friends and staff. Children are very familiar with routines and meet the high expectations for their behaviour with ease. They are very polite and considerate of one another, the resources and the play environment. Staff liaise continually with the host school to ensure consistency in expectations and behaviour-management strategies. Staff are highly attuned to children's individual needs and dispositions. They understand when children may need quiet time, individual interactions or additional help to manage their emotions and responses. Where frustrations do occur, staff calmly support children to manage their friendships. They promote mature social skills, that will serve children well through life.

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Behaviour, attitudes and establishing routines Strong standard

Staff work consistently and closely with the host school, parents and carers to support punctual and regular attendance. They also work flexibly with parents to support the needs of families, as they change over time and on a daily basis. Staff support younger children very well, in an age-appropriate manner. Their older friends help them with daily tasks, share resources and thoughtfully include them in play. Staff are particularly mindful of the needs of the youngest children. They share a daily diary with parents, to provide additional continuity in their care and experiences, for instance. Children of all ages play together in a delightfully calm and harmonious manner.

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Children's welfare and wellbeing Expected standard

Staff typically consider and manage care practices well. Children understand and follow regular hygiene procedures. They wash their hands before helping to prepare food and understand how this supports their physical health, for instance. Children competently manage their own care needs and develop healthy habits for life. Children engage in planting, growing and harvesting fruit and vegetables in the garden area, caring for the plants and their environment. Snacks are healthy and nutritious, and children prepare these themselves. They choose which they would prefer each day. Staff support parents and carers and children to understand more about nutrition and the sugar content of different foods. This supports the overall health and wellbeing of families.

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Children's welfare and wellbeing Expected standard

Children generally manage their own safety appropriately. For instance, they assess and discuss the best place to put their football nets during outdoor play. Relationships between staff, children and families are secure. Staff know children and parents individually. They ask them about their home lives as they collect their children. Staff welcome siblings to play for a short while, as parents chat to staff at the end of a session. Staff help children, in age- appropriate ways, to manage their emotions, friendships and responses. They are mindful of children who may face additional challenges or barriers to engagement or wellbeing. They make sure strategies are implemented to support all children's emotional needs, for instance. Children develop key life skills and the knowledge to support their future social interactions.

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Inclusion Expected standard

Club leaders and staff work closely with the host school. They gather key information from parents and carers when children register and first start. This helps staff to identify and assess children's needs or barriers to their wellbeing or engagement. Staff are attuned to children's emotions. They understand when they may need further support to manage frustrations, for instance. Staff anticipate any issues and have plans in place to support children to re-set and regulate effectively. Partnerships with staff at the host school and ongoing discussion with parents, help club staff to monitor strategies as children's needs change. They prioritise and consider early interventions well. This promotes positive outcomes for all children from the earliest opportunity. Typically, all children are engaged during their time at the club. They enjoy their experiences, alongside their peers.

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Inclusion Expected standard

Relationships with the host school, and any other professionals who may be involved in children's care, are secure. Leaders understand the value in working with partners in children's care. They access appropriate resources and strategies to help children to make the most of their time at the club. This supports continuity in children's care and engagement and promotes their overall wellbeing and sense of belonging and value. Leaders have plans for staff to complete further training around special educational needs and/or disabilities, although recent changes in staffing mean that these have not been actioned yet.

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Leadership and governance Expected standard

The small club has been steadily growing with some recent changes to staffing and leadership arrangements. Staff are typically well supported and enjoy their roles. Supervision sessions are generally effective and give staff individual opportunities for personal coaching and mentoring. New staff are welcomed into the team, and their ideas are valued from the outset. Leaders show passion for their role. They are keen to share their expertise and experience with staff, for instance around play-based learning and play therapy. Staff engage in some professional development opportunities, when time constraints allow. Although these arrangements are still in their infancy. Leaders understand the need to focus professional learning on the areas of practice and provision that they would like to develop further.

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Leadership and governance Expected standard

Decisions are generally thoughtful and have the needs, welfare and enjoyment of all children as a basis, including for those who may face barriers to engagement or wellbeing. Leaders regularly seek the views of parents and carers to inform development of the club. They also involve children on a daily basis, monitoring what they enjoy and what they would like to see in their club. Leaders are committed to continually developing the club and to continuing to work closely with the host school to benefit the community and the families they serve.

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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 are relaxed and feel at home in this club. They enjoy spending time with their friends of all ages, before and after their school day. Children add to the 'floor book' regularly. This helps staff to understand what children enjoy and want from their club, informing their future planning. Children are included and involved in all aspects of the club. They choose and prepare healthy snacks and select activities and resources. Children opt to play inside or outdoors, often discussing between themselves, to reach a group decision. They enjoy spending time in the delightful outdoor area, playing football or tending to the

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About this setting

Unique reference number (URN): 2813071 vegetables they are growing, for instance. Inside, children enjoy crafts and imaginative play, games and puzzles. Staff reflect the themes that children are following at school in the activities and discussions they plan and have with children. They also mirror the behavioural expectations that children are familiar with at school. This promotes superb continuity in routines and throughout their day. The atmosphere is very calm and happy. This helps children to relax or to burn energy after their day at school, as they choose.

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About this setting

Children chat with staff about their school day and home lives. For instance, they animatedly talk about a recent school trip. Children share their new knowledge about the foods that farm animals eat and how those foods are prepared. Staff focus on promoting healthy lifestyles and emotional security for children attending the club. Staff know children and their families extremely well. For instance, they greet parents and carers and siblings by name. Staff seek the views of parents regularly. They liaise to help them and their children feel welcomed, valued and to support regular attendance. Where children require additional support or have barriers to wellbeing or engagement, staff work with parents and staff at the host school. This makes sure they address and meet children's individual needs, and reduce barriers to their engagement, where possible.

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Next steps

Leaders should further enhance professional learning opportunities for staff, focusing on key areas for development of practice and provision.

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About this inspection

The inspector spoke with leaders, staff, leaders from the host school, 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.

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Address:

Cockerham Parochial School Main Street, Cockerham Lancaster LA2 0EF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Scotforth After School Club

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Address:

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

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

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