Helping Hands Eaton Valley

Helping Hands Eaton Valley

Unique reference number (URN): 2807362 Address: Eaton Valley Primary School, Dagger Lane, West Bromwich, B71 4BU Type: Childcare on non-domestic premises Registered with Ofsted: 23/08/2024 Registers: EYR, CCR, VCR Registered person: Samantha Kolar and Michelle Kirwan Partnership

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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 demonstrate consistently high standards of behaviour, supported by clear and effective routines. Staff work collaboratively with children to establish shared expectations. Together, they develop the rules and expectations in the club. This helps children to have a clear ownership and understanding of the club's rules. Furthermore, children demonstrate they are kind, respectful and considerate towards each other, staff and visitors. As a result, children confidently and politely engage with visitors, showing positive social attitudes and a welcoming ethos.

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Behaviour, attitudes and establishing routines Strong standard

Children's routines are well established in the smooth running of the club. This contributes to their secure sense of belonging. Children independently navigate the setting, making choices between the indoor and outdoor provision. They show high levels of enthusiasm and engagement, particularly enjoying outdoor play in all weather conditions. Staff facilitate this effectively, ensuring children's attitudes to activities remain positive and motivated. Furthermore, children enjoy playing football, using the hoops and scooters outdoors.

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Behaviour, attitudes and establishing routines Strong standard

Children's relationships across the club are positive and nurturing. They confidently seek support, comfort and conversation when needed. Younger children form secure bonds and attachments with both staff and their older peers. They engage confidently in shared play, such as card games. Older children demonstrate care, responsibility and support younger children sensitively. They positively interact in shared interests during play. For example, children name car brands in alphabetical order. This highlights the meaningful connections between children and staff.

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Behaviour, attitudes and establishing routines Strong standard

The club is fully inclusive in response to the needs of all children. Staff quickly identify and support children who may have barriers to their wellbeing, including those needing support to regulate their emotions. They respond with sensitivity, using calm communication and effective strategies to help children understand and manage their emotions. As a result, children regulate successfully and re-engage positively in activities. Children's attendance is positive. This reflects their enthusiasm for being at the club. Children's regular attendance supports continuity for children. This enables staff to build secure attachments with children to maintain consistent routines.

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Inclusion Strong standard

Leaders demonstrate an effective commitment to inclusion. They ensure that all children, including those with special educational needs and/or disabilities (SEND) and barriers to their wellbeing, receive effective support to thrive. Leaders have systems in place to allow them to meet children's needs. Staff work closely in partnership with school staff. Together, they share detailed information to ensure they have a secure understanding of children's individual needs. This collaborative approach ensures continuity of care and reduces potential barriers to children's engagement and emotional wellbeing. Staff are knowledgeable and use their training and experience to support children with SEND to identify emerging needs promptly. They engage in regular communication with parents and carers and school staff to discuss any concerns and agree consistent strategies and techniques. Parents report that staff understand and nurture their children's needs. They

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Inclusion Strong standard

comment staff value their children's interests highly and incorporate these into the daily provision. This contributes to children feeling secure, respected and fully included at the club.

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Inclusion Strong standard

Staff use effective support strategies, which are embedded into the daily practice. They sensitively implement tailored approaches, including sensory strategies, to support children who may find transitions from school to club more difficult. Children are able to regulate their emotions, settle quickly and access the activities with increasing confidence and independence. Leaders ensure that inclusive practice is consistent. They ensure all children, particularly those with SEND or barriers to their wellbeing, fully participate in the life of the club. For example, close partnerships with school enable inclusive opportunities, such as access to the school's sensory dog. Children understand and follow clear expectations during these interactions. They demonstrate respect and self-control. These carefully planned experiences support children's emotional wellbeing and engagement effectively.

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Leadership and governance Strong standard

Leaders foster and nurture an inclusive environment, where children feel welcomed, respected and valued. They demonstrate a home-from-home ethos, which helps children settle in quickly and develop a strong sense of belonging. Children feel safe, secure and enjoy attending. Leaders have high expectations for the quality of experiences available, providing opportunities that promote enjoyment, independence and wellbeing. They are dedicated to meeting the statutory requirements and ensure children's needs remain at the heart of the provision.

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Leadership and governance Strong standard

Leaders know their school community well and actively seek the views of children and staff. They use this knowledge to shape their provision. Leaders are committed to the ongoing development of the setting. They continually self-evaluate, identifying their strengths alongside priorities for development. Leaders take proactive steps to address any identified areas for improvement. This reflective approach ensures that the quality of children's experiences remains consistently positive, and that any issues are swiftly resolved without impacting the overall effectiveness of the setting. Leaders provide targeted support for staff through regular visits, staff discussions and ongoing monitoring to ensure consistency and quality across the provision.

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Leadership and governance Strong standard

Leaders give staff wellbeing and workload a high priority. Staff report leaders are approachable and proactive in addressing any barriers to staff workload and wellbeing. As a result, staff feel valued, supported and listened to in their role. Leaders ensure staff professional development is embedded. They offer staff access to regular training or updates to maintain current knowledge and improve their practice. Leaders ensure staff network together, to further strengthen collaboration and sharing across their other settings. Partnerships with parents and carers and school are effective. They comment on continuity of care and support for their children's wellbeing. Parents speak positively about the provision, noting children's enjoyment at the club. Leaders have effective communication and collaboration with school staff, which further enhances children's experiences and transitions into the club.

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Children's welfare and wellbeing Expected standard

Staff typically support children's welfare and wellbeing across the club. Leaders place a positive emphasis on promoting children's safety, health and emotional wellbeing. This results in an inclusive environment, where children feel safe and valued. Staff generally demonstrate they know children well, including their likes, dislikes and interests. This knowledge helps staff to build positive relationships and support children effectively. Staff are positive role models and consistently show children kindness and respect. This is reflected in children's polite, friendly and fun interactions with peers and staff. Staff typically support children to develop their understanding of how to keep themselves healthy.

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Children's welfare and wellbeing Expected standard

Snack times offer opportunities for children to make choices, often requesting their usual preferences. Staff generally know children's dietary needs and preferences, and routinely check their wishes. This enables snack times to flow with ease. Staff make any adaptations, where needed, to meet children's individual requirements. Menus are generally balanced and healthy, offering children a range of fresh fruit and nutritious options. Staff in the main promote positive hydration, readily checking children are drinking, particularly during warmer weather to support children's ongoing physical wellbeing.

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Children's welfare and wellbeing Expected standard

In the main, partnerships with parents and carers are positive. They comment on children's enjoyment and enthusiasm to attend the club. However, on occasions, online communication and payment systems do not always provide accurate information to parents. This can lead to unnecessary communication and uncertainty regarding account balances. This does not directly affect children's safety and wellbeing. However, these inaccuracies within the system may result in time being diverted from sharing important messages, relating to children's wellbeing and club activities.

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Children's welfare and wellbeing Expected standard

Staff demonstrate an inclusive approach to welfare and wellbeing. They regularly and sensitively support those children with barriers to their wellbeing. This helps children to feel included and able to participate. Children are confident to approach staff and share their thoughts about their school day or personal interests. Staff regularly praise and encourage children positively. For example, they acknowledge children's efforts when they spontaneously tidy resources away and clear their snacks. Children take pride in supporting others to promote hygiene routines.

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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 arrive happy, eager and ready to engage within this welcoming and inclusive environment. They demonstrate a positive sense of security and wellbeing. Children confidently lead their own play as they make independent choices about the activities they wish to explore. Staff take time to gather detailed information about each child. This ensures that they meet children's individual needs consistently. As a result, children with special educational needs and/or disabilities receive effective support, are fully included and able to

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About this setting

Unique reference number (URN): 2807362 access all aspects of the provision. Staff are attentive and responsive. They provide sensitive support that help children to regulate their emotions to feel safe and understood.

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About this setting

Staff highly value children's voices. Children contribute meaningfully to the types of activities they access. They readily share their ideas and interests with staff. Children listen carefully and respond proactively. Staff ensure that resources and experiences reflect children's preferences. For example, following child-led requests to make paper aeroplanes, staff skilfully facilitate this activity to enable children to design and create their own aeroplanes. This inclusive approach ensures that children with barriers are fully engaged to participate with confidence with their special interests.

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About this setting

Children form secure and positive relationships with both their peers and staff. They demonstrate kindness, respect and care for one another. Older children support and include their younger peers in play. These warm and respectful engagements build a sense of belonging across the setting. As a result, children have secure relationships, where they thrive emotionally and socially. Parents and carers report that their children develop trusting bonds with staff and feel safe, valued and happy within the provision.

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Next steps

Leaders should strengthen and embed consistent high-quality systems for two-way communication with parents and carers, to ensure this is timely and responsive.

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About this inspection

The inspector spoke with leaders, parents and carers and staff, and took account of parents' and carers' written views 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:

Eaton Valley Primary School Dagger Lane West Bromwich B71 4BU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Samantha Kolar and Michelle Kirwan Partnership

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Address:

Operating hours: 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

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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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