Elm Street Kidz Club Ltd

Elm Street Kidz Club Ltd

Unique reference number (URN): 2813266 Address: Elm Street, Huddersfield, HD8 9DZ Type: Childcare on non-domestic premises Registered with Ofsted: 11/10/2024 Registers: EYR, CCR, VCR Registered person: Elm Street Kidz Club Ltd

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive attitudes from the start of the session. They are happy and excited as they are collected from school and settle quickly into the routines of the setting.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children are supported to keep themselves safe. They understand familiar routines and are aware of potential risks, such as the need to take care when crossing the road. Staff reinforce these expectations consistently and effectively.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children form positive relationships with adults and one another. They use polite manners consistently and show confidence in social situations. Staff model respectful interactions effectively, and this helps children to be sociable, considerate and inclusive. For example, older children support younger children as they chop fruit for their mocktails, which helps younger children to participate successfully and feel valued.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children take turns well and have established positive friendships. These warm relationships contribute to a calm, inclusive and respectful culture across the setting.

p.2

Behaviour, attitudes and establishing routines Strong standard

Behaviour is a clear strength of the setting. Children know and understand expectations, and staff interactions are consistent, effective and supportive. When children struggle to regulate their behaviour, they are gently reminded and respond promptly. As a result, children behave well, develop positive relationships and show consideration for others.

p.2

Children's welfare and wellbeing Strong standard

Leaders place a strong emphasis on supporting children's health and wellbeing. Children are introduced to a range of healthy foods and are encouraged to try new tastes in a positive and supportive way. This helps children to develop confidence, independence and an understanding of healthy choices.

p.2

Children's welfare and wellbeing Strong standard

Children are actively involved in the routines and culture of the setting. They freely share their thoughts and ideas, including helping to shape aspects of the menu and the activities offered. This reflects an embedded culture, where children's views are valued and acted upon.

p.2

Children's welfare and wellbeing Strong standard

Staff respond thoughtfully to children's comfort and wellbeing, for example, by providing suitable drinks to help children cool down during warmer weather.

p.2

Children's welfare and wellbeing Strong standard

Staff follow safe eating practices and supervise children well during mealtimes. Younger children receive appropriate support, and allergy information is clearly visible in the kitchen area. This helps to ensure that children have a safe and positive mealtime experience.

p.2

Children's welfare and wellbeing Strong standard

Handwashing is embedded within daily routines, and younger children are supported to follow good hygiene practices. Staff use these routines consistently to help children understand how to keep themselves healthy and safe.

p.2

Expected standard

During mealtimes, children follow the routines of everyday chores. Children show curiosity about how food is prepared. However, staff do not consistently use these moments to extend children's learning or deepen their understanding of healthy choices. As a result, children's interests are not always acted on, and opportunities to strengthen their confidence, independence and understanding of everyday routines are less well developed.

p.3

Inclusion Expected standard

Leaders and staff place emphasis on inclusion, ensuring that every child feels valued and fully supported. Staff take time to get to know each child as an individual, gathering detailed information from parents and/or carers about their needs and interests. This enables staff to plan thoughtfully and create an environment, where all children feel welcomed, included and respected.

p.3

Inclusion Expected standard

Staff adapt activities and resources so that every child can participate meaningfully. They consider children's differing abilities and learning styles, providing support, where needed, to remove barriers and promote equal access. Clear and consistent strategies are in place for children, who require support to regulate their emotions. Staff use calm and reassuring approaches and provide interactions to help children manage their feelings effectively.

p.3

Inclusion Expected standard

Children with special educational needs and/or disabilities are supported sensitively and effectively. Parents feel well supported by staff, they state that children's individual personalities are valued, helping them to participate fully in the setting. Children show high levels of care and consideration for others. Older children support younger peers, such as by reading instructions aloud and helping them to take part successfully. This reflects an inclusive culture, where children are encouraged to help one another.

p.3

Leadership and governance Expected standard

This setting adopts a flexible and responsive approach to meeting children's individual needs. Leaders recognise the importance of adapting routines and provision, so that children are supported effectively and feel secure within the environment.

p.3

Leadership and governance Expected standard

Leaders place a clear emphasis on celebrating children's achievements and involving families in children's experiences. This contributes to positive relationships and helps children develop a sense of belonging.

p.3

Leadership and governance Expected standard

Leaders ensure that staff maintain up-to-date knowledge of statutory requirements through regular training, including safeguarding and wider legislative updates. Staff access training through relevant professional bodies and share learning with colleagues to strengthen practice across the setting. For example, they share training with other settings to ensure collaborative thinking.

p.3

Leadership and governance Expected standard

Leaders make effective use of links within the local community to enrich children's experiences. They attend a range of community events and demonstrate a secure understanding of how to access local funding opportunities. For example, funding from local charities has enabled children to benefit from additional experiences, such as yoga sessions and other enrichment activities.

p.3

Leadership and governance Expected standard

Leaders have carefully considered why children are offered a full meal rather than only a snack. They recognise that some children may be hungry after school and that a nutritious meal can make a positive difference to children's health, comfort and readiness to engage. Parents receive a weekly menu, and staff demonstrate a secure awareness of children's dietary needs, including allergies.

p.4

Leadership and governance Expected standard

The staff team work well together and show a clear understanding of each other's roles and responsibilities. Regular training and weekly reflective meetings enable staff to review practice, respond to emerging needs and make timely adjustments that have a positive impact on children's safety and wellbeing. This positive team culture supports consistent practice and contributes to the effective running of the setting. Leaders have recently taken on more responsibilities regarding leadership and governance. While they have a wealth of experience, they should ensure that they continue to develop their skills and access training to strengthen the future outcomes for children.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children are fully included in the life of the setting. Leaders and staff have created a warm, homely and welcoming environment. This supports children to settle well, build confidence and feel valued within the setting. Children make choices about their play and activities. They show independence as they decide where they would like to play and engage purposefully in the opportunities available to them. Children are provided with meaningful opportunities to share their achievements with others. For example, certificates and applause are used to celebrate success. This contributes to a positive culture, where children feel valued and motivated.

p.5

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

The holiday club provides children with a varied range of experiences, such as 'around the world' themes and 'make and bake' activities. These opportunities broaden children's experiences and support their curiosity, creativity and social development. The environment at this setting is lively and energetic, while remaining considerate and well managed. Children respond well to reminders about routines and expectations because staff provide clear guidance and use consistent approaches. This helps children to feel secure and understand what is expected of them. Parents report that staff know their children well and provide them with regular information. They describe the setting as being like a 'home from home'.

p.5

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

Children benefit from home-cooked meals and opportunities to try new foods. Staff promote positive social interactions during mealtimes and encourage children to use polite manners at the table. These routines support children to develop healthy habits and contribute positively to their future wellbeing. Children work well together and show kindness in their interactions. Older children support younger children to make choices and participate in familiar routines. These positive relationships help all children feel included, valued and confident to contribute.

p.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: Elm Street Kidz Club Ltd

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00

p.6

Next steps

Leaders should consider how mealtime routines can provide children with more opportunities to develop practical life skills, such as helping with simple preparation tasks where appropriate. Leaders should continue to develop practice to ensure that all future legislation is met to maintain the safety of children.

p.6

About this inspection

The inspector spoke with leaders, staff and children during the inspection.

p.6

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.

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8