Waterside Breakfast and After School Club

Waterside Breakfast and After School Club

Unique reference number (URN): 2798562 Address: Waterside Primary School, Ashford Crescent, Hythe, Southampton, SO45 6ET Type: Childcare on non-domestic premises Registered with Ofsted: 03/07/2024 Registers: EYR, CCR, VCR Registered person: Planet Kids Community Interest Company

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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

Staff complete registers for all children arriving at the club. Staff support children to quickly become calm and settled. They help children mix with their peers by encouraging conversation and play. Staff are clear about their expectations for children's behaviour. As such, children listen well, follow instructions and disagreements are rare. At times, vigilant staff have to repeat requests to remind children of how to use outdoor equipment safely. This supports children to share and enjoy their time safely.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to build positive relationships with each other, for example, by modelling how to help each other when playing games. As a result, children's attitudes to learning are positive and they want to attend. Staff remind some children where and how they can make their favourite snack. On occasion, some staff make snacks for children who might benefit from learning to prepare their own food independently. This makes some older children too reliant on staff to complete simple tasks.

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Behaviour, attitudes and establishing routines Expected standard

Staff play familiar games with the children. This builds positive relationships because adults are interested in what children say and do. Staff engage children in conversation about their day, which quickly helps to settle their moods. In addition, staff support children to be calm and ordered around snack and kitchen equipment. As a result, snack time is harmonious with laughter and conversation.

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Children's welfare and wellbeing Expected standard

Staff offer children a range of healthy snacks. For example, staff offer fruit and vegetables, toast and wraps and a selection of nutritious fillings. Staff guide children to use child-friendly knives to cut fruit, such as strawberries and grapes. However, staff are not consistent in their messages around healthy eating, which results in children using far too much butter on their wraps. This does not support children's growing independence or understanding of healthy eating.

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Children's welfare and wellbeing Expected standard

Staff have a good understanding of children's allergies and intolerances with clear information on display. They encourage children to drink water, wash their hands and take hats outside during hot and sunny weather. Staff complete safety checks of outside areas before allowing children to use equipment. This helps creates a safe environment for children.

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Children's welfare and wellbeing Expected standard

Staff communicate well with the host school's staff team. This ensures any relevant information regarding individual children is passed on effectively each day. Staff are sensitive to the emotional needs of children with special educational needs and/or disabilities. For instance, staff give children time to regulate their emotions when first arriving at the club. Staff provide children access to a calm area with a sofa and blankets. This allows children to socialise and join in when they are ready and supports their emotional wellbeing.

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Inclusion Expected standard

Leaders follow clear procedures for gathering information about individual children who attend the club. Leaders work in close partnership with parents and schools to ensure that information regarding children's daily needs is passed on. This information helps staff to make adaptations to club activities that better support the needs of all children, including those with special educational needs and/or disabilities. This close collaboration also supports children to continue to make progress and helps them feel safe and secure at the club.

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Inclusion Expected standard

Staff are sensitive to the needs of children, who require additional support. For example, staff identify those children who need additional time to regulate their emotions and ensure they are given quiet time without distraction. This helps children to participate fully in the club, when they are ready, and prioritises their wellbeing.

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Inclusion Expected standard

There is a key-person system in place so that key staff have a good understanding of the needs of the very youngest children. However, on occasion when key adults are absent, leaders do not ensure that the remaining staff know the youngest children well enough to support their every interaction. As a result, some disagreements among children are not resolved effectively, for example if individual children struggle to share resources with each other.

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Leadership and governance Expected standard

Leaders understand the strengths of the setting and its areas for development. For example, they are proud of the nurturing space they have created for children to learn, play and socialise. Leaders have started additional training to strengthen staff support for the most vulnerable learners. For example, improving the way staff keep children with additional needs safe while responding to a wide range of behaviours.

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Leadership and governance Expected standard

Leaders ensure that the safety of children is prioritised. For example, they provided the school with information to confirm the ongoing suitability of staff. Managers receive regular supervision, which helps to improve their practice. In addition, leaders give managers the skills they need to support the ongoing supervision of all staff. Manager-led supervision sessions help to ensure that all staff are listened to, and their workload and wellbeing are carefully monitored.

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Leadership and governance Expected standard

Leaders engage well with parents. Leaders understand the importance of maintaining open lines of communication with families. Staff establish effective links with the wider community, including club staff at local schools who bring children to the after-school club. In addition, because the provider is a community interest company, club funds are put back into the local community through the offer of affordable local childcare.

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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 clearly enjoy their time in the club because they call it 'fun club'. Children feel content and safe. They look forward to their time relaxing and socialising in a calm space before and after school. They are eager to play and talk with children of all ages and from different schools. Children say that they like being able to ask for new activities and resources that interest them, using a suggestion box that staff put out.

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

Children freely select from a range of interesting activities, which they quickly become engrossed in. They enjoy explaining the rules of card games to others. They are keen to

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Address:

Waterside Primary School show their creations made using construction tools, bricks and screws. Other children dive into boxes of LEGO or sit and chat to their friends. Outside, children relish the opportunity to explore and play on the school field. They develop their physical skills on adventure trails and climbing frames. Children swing and climb, grabbing hold of ropes and clambering over obstacles. Adults supervise children's safety well and remind them not to crowd on the apparatus.

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Address:

Staff listen attentively to children as they talk about their day. This helps staff to build positive relationships while gathering the daily information they need to support children. Staff remind children about the expectations for behaviour, for example being kind to each other. This supports all children, including those with special educational needs and/or disabilities, to play in a nurturing environment. Children greet adults with politeness, saying please and thank you when asking for help or support with any resources. Children are happy to work together as a team, for example, when clearing away their resources or sharing climbing equipment.

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Next steps

Leaders should ensure there is an effective handover of information regarding the needs of younger children, if key staff are absent. Leaders should support all staff to encourage children to develop their self-help skills, for example, when preparing their own healthy snacks.

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About this inspection

The inspector spoke to leaders, staff, and children.

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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 the 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. Ashford Crescent, Hythe Southampton SO45 6ET Type: Childcare on non-domestic premises

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About this inspection

Registered person: Planet Kids Community Interest Company

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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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