Chillout of School Club - The Mead

Chillout of School Club - The Mead

Unique reference number (URN): 2798858 Address: The Mead Infant School, Newbury Gardens, Epsom, KT19 0QG Type: Childcare on non-domestic premises Registered with Ofsted: 16/07/2024 Registers: EYR, CCR Registered person: Chillout of School Club 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

Staff have high, yet realistic, expectations for children's behaviour. They provide clear rules and boundaries for them to follow. Staff use highly effective distraction techniques to manage transitions and keep children safe. Children listen well and follow instructions. They have impeccable manners and staff praise them for saying please and thank you. Children engage in meaningful conversations with staff. They enjoy talking about things that are important to them. For example, staff provide resources to follow children's interest in animals. Children proudly show the project they have been working on for a number of weeks. They beam with pride as they share their creations. This helps to boost children's confidence and self-esteem.

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Behaviour, attitudes and establishing routines Strong standard

Children are very content and enjoy playing with their friends. They communicate well and kindly share resources. Children are happy and deeply engage in their play throughout the session. They confidently choose toys and resources to explore. For example, children relish playing imaginatively with a spaceship and props while others use scissors to cut along lines.

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Behaviour, attitudes and establishing routines Strong standard

Calm spaces with sensory resources provide the opportunity for children to have a rest. For example, children enjoy laying on a cushion to relax and read a book quietly. Leaders ensure children attend regularly. They provide support when necessary to promote children's attendance.

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Children's welfare and wellbeing Strong standard

Staff support children's welfare and wellbeing to a very high standard. They know children extremely well and sensitively adapt their provision to meet the varying needs of the children in their care. This helps children with special educational needs and/or disabilities and those who may face barriers to their engagement settle well and be included.

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Children's welfare and wellbeing Strong standard

Leaders have a robust set of policies in place that they regularly review and update in collaboration with the team. This ensures everyone has a clear understanding of procedures in place. Children follow routines that are securely embedded in practice. For example, on arrival, they independently hang their coats and store their bags before settling at an activity.

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Children's welfare and wellbeing Strong standard

Staff manage transition times with precision. They use highly effective strategies to gain children's attention and clearly explain instructions which children follow with enthusiasm. Staff support children to build life skills and learn to adopt healthy habits. For example, children learn about making healthy choices to their diet. At snack time, they choose from the healthy food on offer along with the opportunity to try new foods to extend their palate. This introduces children to a variety of flavours and textures and helps them to establish healthy lifelong eating habits.

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Expected standard

Staff promote physical activity and encourage children to spend time outside and be active. This helps to boost children's physical strength and mental wellbeing, enabling them to embrace healthy routines.

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Leadership and governance Strong standard

Leaders are passionate and highly reflective regarding the care they provide for all children in the setting. They consistently evaluate their practice and identify areas for improvement. For example, they have recently made a review of their menu and made changes to further promote healthy eating.

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Leadership and governance Strong standard

Through ongoing evaluations, leaders make changes to routines to enhance experiences for children. For example, leaders plan to use visual aids at snack time to help children gain an understanding of portion sizes and amounts.

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Leadership and governance Strong standard

Leaders prioritise staff wellbeing and ensure they feel valued and supported in their role. Staff receive regular supervision sessions and feedback on their performance to help raise standards and provide the best quality of care. Team meetings enable staff to contribute their ideas to further improve the quality of the provision. Leaders are highly motivated and positive role models, who provide examples of their best practice with external partners.

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Leadership and governance Strong standard

Leaders communicate extremely well with parents and carers. They keep them updated about their children's engagement and wellbeing, providing support when necessary that parents value and appreciate.

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Inclusion Expected standard

Staff know children well and leaders swiftly identify those who may need extra help or support. They liaise closely with the feeder school and share strategies to support a continuity of care. This ensures disadvantaged children, those with special educational needs and/or disabilities (SEND), those who are known (or previously known) to children's social care, and those who may face other barriers to their wellbeing, have the necessary support to be included in the setting.

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Inclusion Expected standard

Staff adapt routines and activities to help children to settle and feel secure. For example, they thoughtfully arrange arrival times after school so younger children begin their session while the setting is quiet. This helps children to settle at their own pace and supports their wellbeing.

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Inclusion Expected standard

Staff help children to recognise and understand their feelings and emotions. They encourage children to communicate and express their needs effectively. For example, children can ask to use a quiet space to be calm and regulate their feelings. This supports children's emotional development and enables them to relax at the end of the school day. Leaders have knowledge and experience of caring for children with SEND. However, they have not provided training for all staff to provide consistency and deepen their understanding of supporting children's varying needs. Leaders recognise this will help to build an inclusive play environment to unlock every child's potential.

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

Children are very happy to see staff when they arrive to collect them from their classrooms. They eagerly chat about their day and are keen to see 'the big horse' statue on their walk to the club. Children know the routines well. On arrival, they settle quickly at their chosen activities and swiftly engage in their play. Children are delighted to greet their friends and enjoy exploring the resources on offer. For example, children thoroughly enjoy playing with sensory resources, moving and scooping materials into piles with toy diggers and trucks. There are designated spaces available for younger and older children to play, ensuring their different interests and preferences are met. Children are very kind. They play collaboratively with their peers and share resources well.

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

Children share their ideas, which enables staff to follow their interests and plan activities. For example, following a conversation at the breakfast club, children suggest designing superheroes at the after-school club. Staff listen to their request and have resources ready for the start of the afternoon session. This gives children ownership of their play and helps them to develop a sense of belonging.

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Address:

The Mead Infant School Newbury Gardens Epsom KT19 0QG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 16/07/2024 Children respond positively to the clear rules and boundaries in place. They listen very well and follow instructions, which helps to keep everyone safe. Children learn self-care skills and know to wash their hands before eating and after visiting the toilet. Mealtimes are a sociable occasion and children enjoy making food choices and serving themselves. This helps to develop their independence skills and promotes healthy eating. Children learn the importance of keeping hydrated and follow prompts to have a drink.

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Address:

The setting is calm and harmonious with a focus on supporting children's emotional health. Each area has a calm space, where children can rest and relax. This supports children's wellbeing and creates a positive environment, where children flourish and thrive.

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Next steps

Leaders should continue to develop staff knowledge and skills further so they understand and support the varying needs of the children in their care more precisely.

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About this inspection

The inspector spoke with leaders, staff 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. Registered person: Chillout of School Club Ltd

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 14:50 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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.

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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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