Holiplay Kenley Primary School

Holiplay Kenley Primary School

Unique reference number (URN): 2803913 Address: Kenley Primary School, New Barn Lane, Whyteleafe, CR3 0EX Type: Childcare on non-domestic premises Registered with Ofsted: 02/08/2024 Registers: EYR, CCR, VCR Registered person: Holiplay 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 Expected standard

The nurturing support staff give children helps them to develop confidence. Children learn how to be respectful because staff give children consistent messages about their behaviour. For example, children know that they must help their friends, be kind and share. All children have positive behaviour.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff encourage children to relax and have fun in a safe space. They work with children to plan activities that ignite their interest. This helps children to focus and concentrate and mitigates poor behaviour. All children, including children who face barriers to their learning, feel included and valued. The praise and encouragement staff give to children helps to motivate them to try new games and activities. Children enjoy a careful balance of active play outdoors as well as opportunities for space and peace and quiet, for example, during art activities. The consideration staff give to all children's unique interests helps children to feel relaxed and happy.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff generally develop routines that help support children's behaviour. For example, they give them plenty of time to settle at the beginning of sessions and spending time together as a whole group to plan the day's activities. Staff monitor children's attendance to help all children to get the most out of their time at the after-school club.

p.2

Children's welfare and wellbeing Expected standard

Staff create a welcoming atmosphere that helps children feel happy and generally supports their wellbeing. They plan opportunities for children to spend time in the fresh air to promote their physical health. Leaders consider adaptations to routines to support individual children. For example, they ensure children drink enough water and get enough rest, as well as taking part in active play. Staff consider the needs of children with gaps in their wellbeing and adapt activities to support all children to feel included. Leaders adapt policies, where appropriate, for children who need additional help. For example, they consider the wellbeing needs of younger children, who may need assistance to be more independent. This helps to support children's overall health and wellbeing.

p.2

Children's welfare and wellbeing Expected standard

Staff typically ensure that routines are an opportunity for children to develop good manners. However, staff have not embedded consistent support to help children to learn about healthy foods during mealtimes. For example, not all staff spend time talking to children about nutrition and how this supports their physical development. This limits children's opportunities to develop lifelong healthy habits.

p.2

Inclusion Expected standard

Staff find out information about children before they begin at the after-school club. This includes allergies, intolerances and any barriers to wellbeing and learning. They work with schools to help consider children's needs when planning activities and routines. This helps children to feel included in the after-school club. For example, staff consider any additional support children might need to manage their feelings after a day at school. This helps children to join in and they generally behave well.

p.2

Inclusion Expected standard

Staff share their experiences and knowledge of supporting children with gaps in their learning to help all staff develop their practice. For example, staff share successful strategies with one another that help to promote the focus and concentration of children. This helps all staff to continue to develop their skills over time, as they meet the needs of different children.

p.3

Inclusion Expected standard

Leaders and staff implement processes for working with partners to share concerns about gaps in children's wellbeing and development, this includes working with schools and professionals. This helps all children to receive the support they need.

p.3

Leadership and governance Expected standard

Staff enjoy working at the the after-school club. They feel valued by leaders, who include them in reflecting on practice to drive improvements at the club. Leaders work with staff to select professional development opportunities that help them to understand their responsibilities. Staff enjoy sharing their practice with others to help improve the club. For example, staff with experiencing of supporting children with gaps in their learning share their experiences with others. Staff typically feel confident in fulfilling their roles.

p.3

Leadership and governance Expected standard

Leaders work effectively with other professionals, including schools to promote children's experiences. This helps them to support children to access the after-school club activities. Staff generally engage with parents to share what children have been doing at the club. They find out information about individual children that helps them to consider their needs when planning routines and activities. However, opportunities for staff to engage with harder to reach parents are limited. Leaders generally ask parents for feedback. However, approaches for using this feedback to strengthen practice are not yet embedded. This limits the ability of leaders and staff to use this feedback to continue to improve children's experiences at the club.

p.3

Compulsory Childcare Register requirements

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

p.3

Register

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

p.3

Voluntary Childcare Register requirements

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

p.4

Register

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

p.4

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

Children have fun at the after-school club. The warm relationships they have with staff help them to feel well looked after and safe. Staff create a positive environment, where children flourish. Children enjoy rich opportunities to play in large green spaces, spend time at the adventure playground and laugh with their friends. Children are respectful to one another. They are well mannered and consider each other's feelings as they navigate new relationships with children of all ages. Staff help older children to be positive role models to younger ones and this helps them to develop a sense of responsibility.

p.4

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

Children receive the support they need to feel safe as they explore the environment and take risks, for example climbing and running outdoors. Younger children receive additional attention that helps them to feel secure as they carry out self-care tasks, such as going to wash their hands or using toilet facilities. This helps children feel safe. Staff track children's attendance and work with school staff to address any barriers to punctuality.

p.4

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

Children thrive in an environment, where they feel valued. They enjoy completing tasks and showing their accomplishments to staff, who give them praise. This gives children confidence. Children with gaps in their wellbeing benefit because staff closely consider their unique needs and personalities, when deciding on activities. Children enjoy sharing their thoughts and ideas at 'feedback Friday' and are involved in planning activities for the following week. All children feel heard and develop a sense of community and belonging at the after-school club.

p.4

Address:

Kenley Primary School New Barn Lane Whyteleafe CR3 0EX

p.5

Address:

Type: Childcare on non-domestic premises

p.5

Next steps

Leaders should support staff to embed routines, such as mealtimes, to help children foster a solid foundation for physical health. Leaders should strengthen how they engage with all parents to help to develop practice and support all children to thrive.

p.5

About this inspection

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

p.5

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.5

Facts and figures used on inspection

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

p.6

Exceptional

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

p.6

Strong standard

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

p.6

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.6

Needs attention

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

p.6

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.6

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.7

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.7

Urgent improvement

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

p.7

Urgent improvement

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

p.7