Creative Kidz Childcare at Boorley Park Primary School

School

Unique reference number (URN): 2776389 Address: Boorley Park Primary School, Nairn Rd, Southampton, Hampshire, SO32 2SH Type: Childcare on non-domestic premises Registered with Ofsted: 19/01/2024 Registers: EYR, CCR, VCR Registered person: Creative Kidz Childcare 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 Strong standard

Children thrive in the setting and staff create an extremely welcoming feeling. Behaviour is excellent and relationships between staff and children are warm and respectful. Children come into the setting happy to see their friends. They regularly approach staff to talk about their day or show them something they have made. This supports the development of positive attachments with staff and makes children feel very safe and secure.

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Behaviour, attitudes and establishing routines Strong standard

Children are familiar with the expectations of the setting and know the routine really well. Staff are very reflective and fully include children, when reviewing whether the routine is working or if resources need changing.

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Behaviour, attitudes and establishing routines Strong standard

Children are very keen to engage in activities that are available. For example, children work really well together in a calm and relaxed way to make a suncatcher using scissors, string and laminated tissue paper. They share resources harmoniously and staff praise children for positive behaviour, while talking about how the suncatchers will work when they hang them at home.

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Behaviour, attitudes and establishing routines Strong standard

Children enjoy earning a coloured pom-pom for trying hard and/or listening carefully. These are then added to a glass jar, where they are counted at the end of each half term for children to receive a treat as a reward. This boosts children's self-esteem and gives them an excellent sense of achievement.

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Children's welfare and wellbeing Strong standard

Routines are carefully considered and take into account the age range of children who attend. Children are involved in sharing their ideas and thoughts about how they would like to spend their time in the setting and these are reviewed regularly. For example, children ask for different resources or craft activities to use. This allows children to be involved in the decision-making process and gives them a sense of belonging.

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Children's welfare and wellbeing Strong standard

Leaders are extremely well organised and have robust systems in place to ensure information about children's needs is up to date and accurate. Communication with the school is excellent and staff share information promptly and effectively. This means children are receiving care that meets their individual needs at all times.

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Children's welfare and wellbeing Strong standard

The setting treats every child as a valued individual. Children are kind to each other and gently offer help to friends. Staff are highly effective at providing detailed support to those who need it and give children time to attempt new things by themselves before stepping in. This means that the support given is individual for each child and encourages everyone to thrive in their own way.

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Inclusion Strong standard

Staff are extremely skilled at identifying children who may need extra support and promptly put effective strategies in place that support them to thrive. For example, a tent is available for children that find the larger room a little overwhelming. This allows them to enjoy spending time with friends quietly looking at books or having conversations. This gives children an excellent opportunity to start to manage their own emotions and make decisions about how to assess their environment in order to feel safe and secure.

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Inclusion Strong standard

Staff work closely with teachers and parents to promptly identify barriers to learning. This effective collaboration allows information to be shared and parents to be involved in decisions. This helps to prevent children from falling behind by meeting children's needs quickly and putting support into place promptly. Staff have built excellent relationships with children and fully include them when reviewing their own progress or adjusting the routine to improve outcomes. This makes children feel involved in decisions that directly affect their time in the setting and in school.

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Leadership and governance Strong standard

Leaders have a comprehensive overview of the setting and demonstrate a clear understanding of both its strengths and areas for development. They work collaboratively with the whole team and thoughtfully involve children of all ages in the evaluation process. Ideas for new resources and adjustments to routines are carefully considered to ensure children remain fully engaged and the environment continues to feel stimulating.

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Leadership and governance Strong standard

Leaders utilise a well-established system that enables them to manage and organise the setting highly effectively. Communication among staff is clear and consistent, and records are accurate and up to date. As a result, children's care and safety are prioritised, creating an environment in which they are able to thrive.

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Leadership and governance Strong standard

Leaders are committed to working in close partnership with parents and are extremely responsive to suggestions or feedback. Parents report they are impressed with the high- quality practice and value the regular updates about their children's experiences at the setting. This provides a consistent approach to children's care between the home and the setting. Staff report high levels of job satisfaction, saying they feel valued and integral to the team. They share positive feedback about their colleagues, and leaders recognise their efforts and reward them through gestures, such as gift vouchers. This keeps morale high and helps staff to feel appreciated.

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Leadership and governance Strong standard

Staff have access to a wide range of training opportunities, including specialised courses that deepen their knowledge and positively influences their daily practice. This ongoing professional development enhances the team's expertise and contributes to improved outcomes for children.

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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 thoroughly enjoy attending the setting and are eager to see their friends and engage with staff. They settle quickly, demonstrating familiarity with routines and the staff who care for them. Children's behaviour is excellent, and their interactions with one another are natural, respectful and considerate. They mirror the highly courteous manner modelled by staff, creating a calm, welcoming and inclusive environment, where everyone feels valued and part of the group. Staff celebrate children's individuality and adapt their practice accordingly. For instance, they adjust the level of support or offer additional reassurance when needed.

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

Children are keen to join in with the activities and experiences on offer and confidently share their ideas and opinions with staff. The setting's club council provides meaningful opportunities for children to contribute to decision-making, such as suggesting future activities and improvements. This fosters a strong sense of ownership and ensures children feel valued and listened to.

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

Children take pride in contributing to the organisation of the setting. For example, older children are supported to carry out risk assessments, helping them to identify potential hazards and consider how to keep the environment safe for everyone. This promotes a sense of responsibility and purpose. They also support younger peers, for instance, by demonstrating how to use equipment or where resources belong. This encourages positive relationships, cooperation and a sense of achievement.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, practitioners, parents and children 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 provision that is registered on the Early Years Register. The registered person must ensure the provision complied with statutory framework for children's learning, development and care, known as the early years foundation stage.

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Address:

Boorley Park Primary School Nairn Rd Southampton Hampshire SO32 2SH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Creative Kidz Childcare Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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. 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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