DDivine Training Ltd at Trottiscliffe Primary School

School

Unique reference number (URN): 2821130 Address: Church Lane, West Malling, Kent, ME19 5EB Type: Childcare on non-domestic premises Registered with Ofsted: 21/01/2025 Registers: EYR, CCR, VCR Registered person: DDivine Training Ltd

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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

Leaders and staff create a calm and positive environment. Children explore the setting safely. The staff know children well and set high expectations for children's behaviour. These are clear, consistent and well understood by children. Expectations reflect children's age and stage of development. Good manners and kindness are promoted by all staff and children show respect, cooperate well and manage their behaviour effectively. For example, when children are playing football, they take turns and support their friends on how to improve their technique.

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Behaviour, attitudes and establishing routines Expected standard

Routines, such as moving between activities and mealtimes, are well embedded and generally understood by children. Staff act as positive role models. They encourage children to listen and respond to one another. They engage in children's play and promote conversation, including encouraging children to talk about their day. This supports their emotional wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance through effective communication with parents and the school. The club provides a flexible and welcoming service, including accommodating children at short notice when required.

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Children's welfare and wellbeing Expected standard

Staff create a safe and welcoming environment. They greet the children enthusiastically as they arrive, promoting their emotional wellbeing. Children's physical health is well supported through plentiful physical play activities. For example, children enjoy taking part in ball games, climbing and playing football. Children enjoy playing in their friendship groups and do this happily and collaboratively. Relationships between staff and children are secure. Younger children are supported and know who they can go to for emotional security. Children enjoy spending time playing games and making creations, and they are often observed laughing and holding conversations with the staff.

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Children's welfare and wellbeing Expected standard

Leaders cater for children with dietary and allergy requirements very well. They collect detailed information when children first join the club, this is regularly reviewed. During mealtimes, children sit sensibly and chat happily. Staff sit alongside children and food is appropriately prepared to help avoid potential choking. Children are independent in managing their personal hygiene needs. However, staff do not encourage children to be as independent as they could be in making choices about the healthy foods provided.

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Inclusion Expected standard

Children's needs are identified and addressed well and the club has close relationships with the parents and staff at the host school. Leaders collect relevant information at the outset to help them support children from the start. Where staff identify children's emerging needs, they hold discussions with parents and carers and act on advice from external professionals.

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Inclusion Expected standard

Staff use the same strategies as the school to support children's emotional needs. They consider and make adaptations as appropriate, for example mirroring activities to support children who have physical or emotional needs. This helps all children to access activities and benefit from all aspects of their time at the club.

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Inclusion Expected standard

Leaders are proactive in removing barriers to participation, ensuring that children with special educational needs and/or disabilities (SEND) or from disadvantaged backgrounds, are supported to access the inclusive environment. For example, they offer flexible sessions where needed.

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Inclusion Expected standard

Overall, children are well supported and staff recognise how to adapt instructions and activities to effectively support children of different ages or stage of ability. Leaders recognise that some staff need further support to strengthen their understanding of strategies in place to support children individually. They, therefore, plan training that focuses on developing staff knowledge and understanding of working with different groups of children, including children with SEND.

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Leadership and governance Expected standard

Staff are well supported and enjoy their roles. Supervision sessions are generally effective and give staff individual opportunities for personal coaching and mentoring. New staff are welcomed into the team, and their ideas are valued from the outset. Leaders show passion for their role. They are keen to share their expertise and experience with staff. Staff engage in some professional development opportunities and detailed supervisions help staff understand the vision of the club. Leaders understand the need to focus professional learning on the areas of practice and provision that they would like to develop further.

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Leadership and governance Expected standard

Staff work well as a team and share information effectively to meet children's needs. Staff report feeling supported by leaders and confident to contact them when needed. Leaders maintain regular contact with staff to ensure staff have opportunities to express their ideas and reflect on their practice. Staff complete mandatory training and leaders plan for staff to attend additional training offered by their local authority.

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Leadership and governance Expected standard

Leaders and staff effectively engage with parents. They give them regular feedback on children's experiences and take their views and thoughts into account. The relationships between staff and families helps staff to support children's care and guides adaptations to practice where appropriate.

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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 enter the club happily and quickly settle as they know the arrival routines. Staff warmly greet children and have conversations about how their day has been. Children immediately begin to catch up with their friends, as they enjoy a healthy snack.

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

Staff understand children's individual starting points, including their emotional needs, confidence levels and social skills after a full day at school. This enables children to settle quickly, feel safe and secure and engage positively in the routine. Children know who to approach if they need reassurance or help, and staff respond calmly and sensitively, supporting children's emotional wellbeing and helping them to relax and enjoy their time at the club.

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

Children know the expectations and routines of the club that are gently reinforced by staff. Children receive appropriate guidance about their behaviours. They understand the impact of their possible actions on their safety and that of others.

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

Children build friendships during their time at the club. They enjoy physical games outdoors and enjoy chatting about their day around the arts and crafts table. Older children are kind towards younger children. They help them with tasks, such as putting their belongings away, and understand the routines of the club, such as washing your hands before snack.

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

Children demonstrate high levels of confidence. However, they do not have enough opportunities to make independent selections from the range of healthy foods provided or develop their independence skills to the best possible level. For example, staff sometimes carry out procedures that children could do for themselves.

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Next steps

Leaders should support staff to extend opportunities for children to develop their independence skills, particularly during mealtimes. Leaders should further enhance professional learning opportunities for staff, focusing on key areas for development of practice and provision.

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About this inspection

The inspector spoke with leaders, children and staff 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:

Type: Childcare on non-domestic premises

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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

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 .

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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 .

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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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