The Childcare Club at Ferring

The Childcare Club at Ferring

Unique reference number (URN): 2711232 Address: Ferring C Of E Primary School, Sea Lane, Ferring, Worthing, BN12 5DU Type: Childcare on non-domestic premises Registered with Ofsted: 24/10/2022 Registers: EYR, CCR, VCR Registered person: The Childcare Club (Worthing) 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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Children's welfare and wellbeing Strong standard

Staff at the club prioritise children's safety, emotional wellbeing and enjoyment. They are extremely nurturing and kind towards children, who respond positively. Children demonstrate that they are relaxed and content. They approach staff for reassurances and to offer their thoughts on the activities and what they want to do next. Staff ensure that children help to decide the programme for the club. They follow children's changing interests, which contributes to children's high motivation in their play. Staff ensure that children's individual requirements are carefully considered, including children with special educational needs and/or disabilities.

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Children's welfare and wellbeing Strong standard

Leaders have established policies that promote children's wellbeing and safety. They ensure these are well understood by staff, parents and carers and potential visitors to the club. Both the inside and outside environments are safe, calm and welcoming. This helps children, particularly children who face barriers to their engagement, feel secure and settled. With the help of parents, children's dietary needs, allergies and medical requirements are carefully documented. Staff have strict protocols in place to ensure that children are strictly supervised when eating. Children are made aware of how and why they must sit when eating. Staff use snack times to talk to children about the healthy foods they are enjoying.

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Children's welfare and wellbeing Strong standard

Staff use every opportunity to remind children of their own personal safety. Children receive regular reminders about positive hygiene and to consider the safety of others when they are running around in the fresh air. Staff are skilled in recognising when children need support and provide this with care and sensitivity.

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Children's welfare and wellbeing Strong standard

Staff provide an extremely positive and nurturing relationship for children. This helps to support children's emotional wellbeing and helps them to feel a secure sense of belonging. Parents speak highly of the club. They say that their children look forward to attending. Parents feel the club is a safe place for their children to play. They describe staff as being attentive and supportive.

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Behaviour, attitudes and establishing routines Expected standard

The club is a welcoming and safe space for children to engage in activities and play with other children, some of whom they do not have the opportunity to play with at school. There are clear boundaries in place so that children have an effective understanding of what is expected of them. The routines of the club support children to know what is happening next. This helps children to successfully transition between activities. This is particularly important for children with special educational needs and/or disabilities. Typically, staff reinforce rules concerning using 'kind hands' and words, listening to each other and staying safe. They are kind, approachable and respectful. This positively influences the way children treat each other, the resources and the environment. Staff know children very well and have established positive relationships with them. Generally, they use children's interests to help them to remain focused on activities and to

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Behaviour, attitudes and establishing routines Expected standard

boost confidence and self-esteem. Children are keen to talk to staff about their school day and events that are happening at home. This helps children to have a sense of belonging at the club. Leaders monitor children's attendance. Through the club's established communication methods, staff ensure that parents and carers understand the importance of attendance.

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Inclusion Expected standard

Leaders and staff know children well and typically demonstrate how well they are aware of children's individual needs and abilities. They have developed professional relationships with local families and the school, gathering relevant information before children start at the club and while they attend. This helps staff to address children's current and emerging needs. Staff gather important information from school staff about the children's day, such as any incidents, accidents or messages from parents. These effective links with the school help to ensure that children receive continuity of care.

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Inclusion Expected standard

Leaders and staff work alongside others to identify and respond to any potential barriers to children's engagement. They make adaptations for children with special educational needs and/or disabilities. Consequently, all children access an inclusive programme of activities at the club. Staff ensure that children's home experiences or the cultures of others are reflected through discussions and celebrations, such as Lunar New Year.

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Leadership and governance Expected standard

Leaders are reflective. They recognise and understand the club's strengths and areas for future development, such as the redevelopment of the classroom. However, leaders have yet to embed these plans so are not yet able to measure the impact on the provision, They work closely with school staff to ensure there is continuity of care at the beginning and the end of the school day. Staff feedback that leaders consider and support their positive wellbeing by providing them with additional training opportunities. They comment that leaders are regular visitors to the club. Staff say that they feel valued and listened to.

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Leadership and governance Expected standard

Leaders ensure that the club is inclusive to all children, including children with special educational needs and/or disabilities. Staff receive support to increase their knowledge and skills in order to help them successfully adapt activities for those children who need bespoke support. For example, staff can complete training on supporting children who face barriers to their learning. They learn how to use a different communication approach, such as through Makaton language. Leaders can seek additional support from school staff and outside agencies if required.

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Leadership and governance Expected standard

Parents and carers speak highly of the staff team. They say that the club provides clear communications and that their children enjoy the range of activities provided.

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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 are happy and excited as they arrive at the club. They look forward to engaging in the play activities that staff have planned for them. Staff and children show a close bond as they engage in friendly conversations. Children demonstrate high engagement. They show that they feel safe and comfortable as they follow the established routines. For example, they put away their belongings and wash their hands ready for snack. Children confidently and freely express themselves as they discuss the day's activities in school.

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Inspector:

Staff consider children's needs and interests well and know children in depth. Children are actively made to feel welcome within the inclusive environment that staff provide to support children, including children who face barriers to their engagement. Staff adapt activities in order that children of different ages or stages of development can enjoy a wide variety of experiences, some of which they may not have previously enjoyed or experienced. For example, children show their delight and curiosity as they enjoy sensory play. Staff adapt their approach and sensitively encourage and support those children who are a little hesitant. Consequently, all children demonstrate their enjoyment in activities.

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Inspector:

Children develop positive friendship skills as staff support children to understand the needs of others and to include them in their play. There are clear boundaries in place, which helps children to understand what is expected of them. Staff model kindness to the children and this support enables children to be kind to each other. Children develop their social and language skills as they talk about their experiences and share toys and resources with other children. They are keen to help staff tidy away and set up new activities. Children's physical skills are very well supported because they have access to group and ball games with other children. They invite staff to play with them. Staff are extremely responsive to children's unique characters. Children demonstrate that they are happy and relaxed, talking to and sharing jokes with the staff. For example, the room erupts with laughter when a watery

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Inspector:

Staff share details with parents and carers about each child's day. This enables parents to be informed and receive important information passed on from teachers. Staff respond immediately to children who are absent. Leaders support parents to understand the benefits of regular attendance.

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Next steps

Leaders should continue to embed plans for the enhancement of the provision to raise the quality of children's experiences to an even higher level.

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About this inspection

The inspector spoke with leaders, staff, parents and carers 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. Tina Lambert

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Address:

Ferring C Of E Primary School Sea Lane, Ferring Worthing BN12 5DU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Childcare Club (Worthing) Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:30,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. 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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