Cambridge Kids Club @ Mayfield

Cambridge Kids Club @ Mayfield

Unique reference number (URN): 2798039 Address: Mayfield Primary School, Warwick Road, Cambridge, CB4 3HN Type: Childcare on non-domestic premises Registered with Ofsted: 08/07/2024 Registers: EYR, CCR, VCR Registered person: Cambridge Kidsclub Limited

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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 Expected standard

Leaders have established a generally positive environment, where children feel welcome and enjoy attending the club. Most children leave for lessons happy, settled and ready to learn, however, older children do become a little restless towards the end of the session.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and caring. Staff know children well and provide individual support, when needed, helping children feel valued and included. For example, staff take time to engage children in conversation and play, supporting their confidence and sense of belonging. However, staff do not always maximise opportunities to interact with and support children during activities. For example, during group games, greater staff involvement would help sustain children's engagement and participation.

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Behaviour, attitudes and establishing routines Expected standard

Children have opportunities to play cooperatively, develop friendships and learn to get along with others through a range of shared activities and games. Staff generally consider children's ages, stages of development and individual circumstances, when supporting behaviour and participation. Adjustments are made, where needed, to support children with additional needs.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established routines and expectations, and staff encourage children to follow these. However, expectations are not always applied consistently. For example, opportunities to promote good manners and respectful behaviour are sometimes missed. On occasion, inconsistent messages from staff can lead to children receiving mixed messages about boundaries and expectations.

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Children's welfare and wellbeing Expected standard

Children develop positive relationships with staff and confidently seek support, reassurance and assistance when needed. Staff create a welcoming environment, where children feel secure and included.

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Children's welfare and wellbeing Expected standard

Staff promote children's understanding of healthy lifestyles through daily routines. Children wash their hands before eating breakfast and are encouraged to develop independence during snack and mealtimes. However, routines around eating are not always implemented consistently. Children are not always reminded of expectations for remaining seated while eating during mealtimes.

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Children's welfare and wellbeing Expected standard

Staff support children's emotional wellbeing through warm interactions and responsive care. Children appear settled and comfortable within the setting. However, opportunities to engage children in meaningful conversation during breakfast are not always fully maximised. Staff interactions during snack and mealtimes are variable, and opportunities for meaningful conversation to support children's communication and social development are not always maximised.

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Children's welfare and wellbeing Expected standard

The setting provides an inclusive environment, where children are welcomed and supported to participate. Staff promote children's welfare and wellbeing through positive relationships and daily care routines. Staff are aware of how to keep children safe from online harm and discuss with children how to use technology safely.

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Inclusion Expected standard

Leaders and staff identify children's individual needs effectively through close communication with families, schools and other professionals. They gather and use information well to understand children's circumstances, strengths and areas where additional support may be required. Staff understand how to meet the needs of children with special educational needs and/or disabilities, including those with social, emotional or medical needs, and adapt support accordingly.

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Inclusion Expected standard

Leaders reduce barriers to learning and wellbeing through inclusive practice, reasonable adjustments and targeted support. Staff ensure children can access activities, develop friendships and participate fully alongside their peers. They promote independence sensitively, helping children develop confidence and manage aspects of their own care where appropriate.

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Inclusion Expected standard

Leaders monitor children's wellbeing, participation and progress regularly. They review support through ongoing discussions with families, schools and other professionals and adapt strategies, when needed, to ensure they remain effective.

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Inclusion Expected standard

Staff engage in relevant training and work closely with special educational needs coordinators, schools and external agencies to shape children's support and experiences. Strong partnership working helps ensure children's needs are understood and met consistently across different settings.

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Inclusion Expected standard

Leaders use additional funding thoughtfully to enhance children's experiences and remove barriers to participation. All children generally benefit from nurturing relationships, consistent support and an environment, where they feel safe, valued and included.

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Leadership and governance Expected standard

Leaders demonstrate a suitable understanding of the setting's strengths and areas for development and use feedback from parents and staff to help inform ongoing improvements. Parents speak positively about the provision and value the care, support and experiences their children receive. Leaders regularly reflect on the quality of the provision and review children's experiences to identify priorities for further development. They are receptive to feedback and consider how practice can continue to improve.

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Leadership and governance Expected standard

Leaders make decisions with children's best interests at the centre of their work. They strive to provide an inclusive environment, where children can access activities and experiences regardless of their individual circumstances. Leaders work closely with families and other professionals, where appropriate, to support children's welfare and development. Information is shared effectively with parents, helping staff understand children's needs and maintain consistency in children's experiences.

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Leadership and governance Expected standard

Leaders consider children's individual needs and make adaptations, where necessary, to support children's participation. Resources are organised thoughtfully to encourage children's independence and enable them to make choices about their play and learning. Leaders understand the importance of providing opportunities for children to develop confidence, independence and positive relationships.

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Leadership and governance Expected standard

Leaders consider staff wellbeing and workload through the organisation of the provision and clear allocation of responsibilities. Staff access relevant professional development, including training in the 'Prevent' duty, hygiene awareness and paediatric first aid, which helps maintain their knowledge and understanding. Leaders encourage staff to reflect on their practice and use learning from training to inform the experiences they provide for children.

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Leadership and governance Expected standard

Leaders maintain appropriate systems to support the day-to-day running of the provision. They monitor children's attendance, communicate effectively with families and maintain positive relationships with the wider community. Since registration, leaders have continued to review and develop the provision, using feedback and reflection to identify areas for further improvement. They demonstrate a commitment to ensuring children receive a positive experience and that the quality of the provision continues to develop over time.

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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 enjoy attending this welcoming setting, where they quickly settle into activities and spend time with their friends. They feel safe and valued and develop positive relationships with staff, who are friendly and approachable. Children access a range of activities that support their interests and encourage creativity. They enjoy making bracelets, completing puzzles and taking part in arts and crafts activities. These experiences help children develop concentration, perseverance and confidence as they create and achieve their own goals.

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

Children benefit from opportunities to be physically active, both indoors and outdoors. They enthusiastically join in parachute games with staff, laughing and working together as a group. Outdoors, children enjoy playing football and basketball, helping them develop coordination, teamwork and physical skills.

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

Children engage in conversations that broaden their knowledge and understanding of the world. For example, a discussion about a book developed into a thoughtful conversation about different countries and famous landmarks, including the Empire State Building. Children then used their ideas to build models of structures from around the world, such as the Eiffel Tower. These experiences encourage curiosity, imagination and a love of learning.

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

Children enjoy spending time together and develop friendships through shared games and activities. For example, they play a card game together, learning to take turns, follow rules and cooperate with others. Children leave the setting happy and ready for the next part of their day.

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

Staff consider the individual needs of all children carefully and make appropriate adaptations to activities and routines to help ensure all children, including those with special educational needs and/or disabilities, can participate fully and successfully.

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Address:

Mayfield Primary School Warwick Road Cambridge CB4 3HN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Cambridge Kidsclub Limited

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Next steps

Leaders should ensure staff consistently sit with children during snack and mealtimes to support interactions with children. Leaders should ensure staff establish clear rules and boundaries before group games and activities, and prepare the environment appropriately to help to promote safety, engagement and successful participation. Leaders and staff should consistently promote and reinforce expectations for good manners during daily routines and interactions. Leaders and staff should review and adapt transition times to ensure children remain purposefully engaged throughout the session.

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About this inspection

The inspector spoke with 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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

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 .

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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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