Curl Around Childcare

Curl Around Childcare

Unique reference number (URN): 2779815 Address: St. Mary & All Saints C Of E Primary School, Maxwell Road, Beaconsfield, HP9 1RG Type: Childcare on non-domestic premises Registered with Ofsted: 01/02/2024 Registers: EYR, CCR, VCR Registered person: Curl Around Childcare Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Inclusion Strong standard

Leaders promote a highly inclusive environment, where all children are welcomed and supported, embracing their own needs. Staff demonstrate strong knowledge of the children who attend the setting. They are attentive to each child's health, care and personal needs and adapt their practice accordingly. Leaders ensure that staff are expertly trained and receive the guidance to ensure staff can respond effectively to children with medical needs or who may face barriers to their wellbeing, or have special educational needs and/or disabilities. Parents say that they are extremely grateful for the time that leaders and staff take to ensure they can provide individualised care for their children.

p.2

Inclusion Strong standard

Staff are highly skilful and consistently adapt activities and routines to meet children's individual needs and ensure that children can participate fully. For example, when children make moon dough, staff adjust the ingredients to ensure that children do not encounter barriers that might stop them participating alongside their peers.

p.2

Inclusion Strong standard

Leaders have a secure understanding of funding that is available for children to access the club. They work in partnership with the school to help ensure that children are identified at the earliest opportunity. Furthermore, they work closely with parents to review children's support plans and use this information to make adaptations to promote inclusion across all areas of the club.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders and staff have generally created a fun and respectful club. Staff's interactions are fun and nurturing. For instance, children giggle as they play games of tag in the playground. This helps children to develop secure relationships with the staff. Staff are positive role models, they encourage good manners and are respectful of the children's choices. Older children are kind to younger children, who help them learn new games. This helps develop children's friendships across all age groups. Staff ensure that daily routines and activities are fully inclusive. For instance, they ensure that any adaptions to support children with dietary requirements are seamlessly implemented to ensure all children can access the fun activities on offer.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff typically follow daily routines with the children. Children know these well, for example after a busy school day children know they arrive and settle for a story. Staff encourage children to tidy away their activities and at mealtimes older children kindly help younger children. However, sometimes staff do not always consider how to support children in transition times. This means some children get fidgety and lose concentration as they wait for the next activity. Leaders have systems in place to monitor children's attendance. The work in partnership with parents and the school, where children attend extra circular activities, to ensure that children are accounted for and regularly attend the sessions that they are booked on to. This helps ensure children are accounted for at all times.

p.2

Children's welfare and wellbeing Expected standard

Children are happy, settled and secure in this welcoming environment. They enjoy a range of activities, including craft, colouring and outdoor play. Leaders and staff place high priority on building warm relationships with children. They take time to get to know the children and families they care for. For instance, they visit children in their homes before they start at the club. This helps them to plan a fun highly inclusive environment for the children they care for.

p.3

Children's welfare and wellbeing Expected standard

Staff plan ample opportunities for children to develop their physical health. Children run as they play stuck in the mud and play ball games. Staff skilfully adapt their interactions to support younger children in their chosen play. Children are supported to develop independence and healthy habits. They independently put their belongings away and understand expectations around hygiene, such as washing their hands before eating and after craft activities. Leaders provide children with a wide range of nutritious foods that reflect their dietary needs. Staff supervise children while they are eating. Furthermore, they teach children about allergies. This helps keep them safe.

p.3

Children's welfare and wellbeing Expected standard

Staff adapt activities to support individual needs. For example, leaders plan a fun environment for the various ages of the children that attend. This helps children to choose activities that suit their mood and interests. As such, children feel supported and comfortable throughout the session. However, leaders recognise that there are some areas to be developed and these are in their infancy. For instance, when some children are picked up by their parents, staff tend to clear away the environment and do not consider the interest of the children who stay later at the club. This means some children become restless and lose their concentration in their play.

p.3

Leadership and governance Expected standard

Typically, leaders have systems in place that help them review and evaluate the club and identify areas for development. However, leaders do not yet use their evaluation systems effectively enough to embed improvements or ensure they have a sustained impact on the club.

p.3

Leadership and governance Expected standard

Leaders build warm and respectful relationships with parents and other professionals. As such, parents speak very highly about the club. They appreciate all that the staff do for their children. Staff use daily conversations to inform parents about their child's individual needs. Parents comment on how their children come home and ask to come to the club on days they are not booked in. Partnerships with the school are well established. As a result, children, including those with special educational needs and/or disabilities and medical needs, benefit from this joined-up approach across the club.

p.3

Leadership and governance Expected standard

Leaders place high priority on staff wellbeing. Staff report that they feel valued and supported in their roles. They comment on how training supports their roles, in particular, how to support children with allergies and any food intolerances. Staff are confident in how to follow the club's polices and procedures to help keep children safe. For instance, they ensure that any foods are prepared separately and also adapt meals to ensure they are nutritious Children say that they thoroughly enjoy the choices that they have at the club.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Staff meet the children at the end of their school day and monitor their regular attendance. Children are extremely happy to see them and talk to them about what they are going to play with today. Children mostly know the club routines well. For example, children quickly settle into a story at the start of the session. Children are happy and confident and demonstrate a sense of belonging as they talk with staff about their day at school. Children demonstrate they feel safe and secure, as they quickly settle in this friendly club.

p.5

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

Children feel relaxed and have fun because the environment is planned around what they enjoy and need. They have great fun as they mix ingredients to create moon dough. Children laugh with their friends and the staff as they squeeze the dough in their hands. Younger children enjoy the role-play area. Older children are kind as they help younger children search for the dolls and baby bottles to support their imaginative play. Children develop their physical skills as they create marble runs and build with blocks, making a pretend house for their pet hamsters. Children have warm relationships with staff and their friends. Children often invite staff into their play. For instance, as they play card games, staff help children recall their different emotions from the various faces. This helps children to understand about their emotions.

p.5

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

Children who have medicals needs or special educational needs and/or disabilities can access all elements of the club. Leaders excellently liaise with parents to ensure that children can access all activities in the club. This ensures that the club is highly inclusive for all children that attend. Leaders monitor children's attendance and work with the host school to promote consistent attendance at the club. This supports children's welfare and wellbeing.

p.5

Next steps

Leaders should review and support staff practice during transitions so children understand what to do and move through routines calmly and positively. Leaders should continue to develop an accurate evaluation of practice to ensure continual improvement to benefit children's play activities.

p.5

About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

p.5

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.

p.5

Address:

St. Mary & All Saints C Of E Primary School Maxwell Road Beaconsfield HP9 1RG

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Curl Around Childcare Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday : 15:25 - 18:30,Friday : 15:25 - 16:30

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.8