Earlyworld Kids Club

Earlyworld Kids Club

Unique reference number (URN): EY414707 Address: Eynsham Cp School, Beech Road, Eynsham, WITNEY, Oxfordshire, OX29 4LJ Type: Childcare on non-domestic premises Registered with Ofsted: 07/09/2010 Registers: EYR, CCR, VCR Registered person: Earlyworld 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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Inclusion Strong standard

Leaders put inclusion at the heart of their practice. They have highly effective systems for finding out about any vulnerabilities or hardships children or families may face. They offer sensitive and tailored support. When planning the play environment, leaders especially consider the needs of more vulnerable children to ensure that their needs are met and play experiences are fully accessible. For example, they recognise that some children need repetitive physical movements to manage their emotions and self-regulate and provide apparatus in all rooms to enable this. To be fully inclusive and ensure that children do not feel singled out or different, this equipment is available to, and widely used by, all children.

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Inclusion Strong standard

Leaders are very proactive in working with other professionals when children are identified as potentially needing extra support. They help and support parents as they navigate assessment and funding processes, providing relevant information about children's behaviour, challenges and abilities. They ensure that they work with schools and other professionals so that an accurate picture of children's abilities and engagement in a range of different environments is fully understood and taken into account by all who are involved in their care.

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Inclusion Strong standard

The demonstrable difference the club makes to vulnerable children's wellbeing and confidence is seen in how they thrive, engage and enjoy their time.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have an appropriate attendance policy in place, focusing on giving parents the flexibility they need to manage their childcare needs before and after school and in the holidays.

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Behaviour, attitudes and establishing routines Expected standard

Leaders support staff effectively to provide consistent and considered support in regard to behaviour management. Staff support children to understand what they should do, rather than just explaining what they should not do. Children begin to manage their own behaviour well and gently remind each other of the rules that are in place to keep them safe. Staff follow routines that children understand and which help children to enjoy being helpful. For example, without being asked, children help to set up tables for mealtimes and pour drinks for their peers. Throughout the club, children play collaboratively and enjoy the company of children of different ages and from different schools. They become deeply engrossed in their play and often build on their games throughout the day. For example, children of different ages set up pretend cafes, adding takeaway and delivery services to their game. Children in the early years age range all have a key person assigned to them. However,

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Behaviour, attitudes and establishing routines Expected standard

leaders have not ensured that all parents, carers and children fully understand this role so that they know who is best placed to be approached with any concerns or queries.

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Children's welfare and wellbeing Expected standard

Typically, leaders and staff implement policies and procedures to promote children's welfare, health and wellbeing effectively. Leaders have improved mealtime arrangements to ensure that younger children are closely supervised, while still ensuring these continue to be a time when all children enjoy coming together and socialising with others.

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Children's welfare and wellbeing Expected standard

Staff follow robust hygiene arrangements, and children become increasingly independent in doing things for themselves and others. For example, children understand the importance of washing their hands before eating and washing cups after drinking so that other children can safely use them. Children enjoy preparing their own breakfasts, and staff adapt the environment to ensure that all children can do so if they wish. Children learn to keep themselves safe. For example, they are gently reminded of the importance of a sun hat and plenty of water during periods of very warm weather.

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Children's welfare and wellbeing Expected standard

Leaders focus well on creating a welcoming environment for all children. All children thoroughly enjoy their play, indoors and outdoors. The consistent focus on the value of play leads to happy and engaged children who speak very positively about the club. Children become very absorbed in their play, and, when needed, they typically receive focused and effective support from staff to join in and play alongside others.

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Leadership and governance Expected standard

Since the last inspection, leaders have improved their risk assessments around mealtimes to ensure that children are supervised and safe at these times. Leaders continue to work hard to build meaningful partnerships with local schools and to work closely with parents to ensure that they meet children's needs well. They gather lots of information about children before they start, which helps ensure that they build a rounded picture of children's needs and interests, regardless of how regularly they attend the club.

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Leadership and governance Expected standard

Leaders are very clear about the type of club they want to provide for children. They are strongly focused on providing children with choice about how they spend their time at the club. They provide a rich play-based environment that gives children the freedom to play in many different ways. Leaders closely monitor the impact of this approach on children's engagement and enjoyment, focusing on encouraging children to broaden their interests and the types of play they enjoy. The success of this strategy is seen in how children often choose play experiences that differ from what they choose to do elsewhere.

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Leadership and governance Expected standard

Leaders value their staff and ensure that the club is a supportive and positive work environment. They provide coaching and training to support staff practice. For example, they support staff to gain qualifications and provide training on the value of enabling children to lead their own play. There have been challenges with staff recruitment, which have led to leaders often needing to deploy themselves to work directly with the children so that undue pressure is not put on other staff. This has impacted on the amount of time available to monitor staff practice and offer precise support to them. As a result, there are some small inconsistencies in the quality of staff's interactions with children and the organisation of some routine times.

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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

Since the last inspection, leaders have put in place robust procedures to ensure that all children are suitably supervised at mealtimes. Younger children now sit at a dedicated table, at which a member of staff sits at all times, supervising them closely in order to keep them safe. Children are safe and feel secure.

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

All children, including those who may face barriers to their wellbeing or who may need extra support to get the most out of their time at the club, really enjoy being at the club. They thrive in the play-based environment, delighting in the many and varied play experiences on offer. Younger children confidently play with older children. They use the available resources to give a narrative to their play, such as when they take turns to shop at a pretend market. Children also enjoy opportunities to follow their own interests and play independently. Outside, they enjoy playing with balls and exploring the woodlands. Children have many opportunities to develop skills that will support their learning elsewhere. For example, as children play, they develop their communication and physical skills. They also learn to be inclusive in their play. Often, children are inspired to explore play experiences that are

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

different from their usual play choices. For example, some children who enjoy technology- based play elsewhere choose imaginative and creative play over this at the club. This broadens children's experiences and opens up new potential interests.

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

Children behave typically for their age. They are sometimes excited and noisy, but they are also helpful and kind. They receive consistent and effective guidance from staff as they learn to consider the needs of others and follow the rules in place to keep themselves safe.

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

All children and their families receive a warm welcome at the beginning of each day. Children respond by happily and excitedly coming into the club, keen to start their day. Where children need a little extra encouragement to do so, they receive this from sensitive and supportive staff.

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

Leaders have a suitable attendance policy in place, including following up promptly on any non-attendance.

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Next steps

Leaders should enhance arrangements for monitoring and supporting staff to improve staff's interactions with children and the organisation of some routines. Leaders should develop key-person arrangements so that parents and children fully understand the role.

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About this inspection

The inspector spoke with managers, staff, 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 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:

Eynsham Cp School, Beech Road Eynsham WITNEY Oxfordshire OX29 4LJ

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Address:

Type: Childcare on non-domestic premises

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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,Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 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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