Tiddlywinks Breakfast And Afterschool

Tiddlywinks Breakfast And Afterschool

Unique reference number (URN): EY548633 Address: Netherton Sitlington Junior And Infant School, Netherton Lane, Netherton, Wakefield, WF4 4HQ Type: Childcare on non-domestic premises Registered with Ofsted: 12/07/2017 Registers: EYR, CCR Registered person: Tiddlywinks

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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

Children mostly respond well to staff's expectations and generally behave well. Staff count to 4 to gain children's attention. Children respond quickly to requests to tidy up. They move in a safe and appropriate manner from inside to outside. However, the current arrangements for snack time are not fully effective. Staff do not get children's full attention and this leads to some disorganisation. This is because when children enter the club, they are excited and eager to engage in activities. This means staff do not always know which children have had snack.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes towards the activities that staff provide. They choose what they want to do and happily join in activities. Staff engage in children's play. For example, when children look at illustrations of world flags, the staff talk about the different countries and the similarities between the flags. Children help each other to draw and colour different flags.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff follow clear attendance procedures. They follow up with parents promptly, when children are late or absent in the morning. There is a clear handover process for children arriving at the after-school club. Staff and teachers communicate effectively during this time.

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Children's welfare and wellbeing Expected standard

Children and families develop secure and responsive relationships with staff. Staff greet parents each day to discuss their children's needs. This promotes children's wellbeing. Parents feel they know the staff well. They appreciate the support and guidance given to them. Staff support children through difficult periods in their lives, such as parental separation. Staff are accessible and encourage children to share their feelings. They listen patiently and reassure children that all emotions are normal and okay.

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Children's welfare and wellbeing Expected standard

Staff support children's wellbeing effectively. They ask children about their day and what they did with their family over the weekend. If children are sad, they sit and talk with them. Children have lots of opportunities to learn about their feelings and emotions. When children are ill, they seek out staff to have their needs met. Staff provide physical comfort and suggestions about why they might not feel well, contacting parents to collect their child if needed.

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Children's welfare and wellbeing Expected standard

Children sit together and enjoy the social aspects of mealtimes. Staff provide healthy snacks, such as fruit, and children express their thoughts about healthy and unhealthy foods. However, the current arrangements for snack time are not fully effective. At this time, staff are unable to monitor whether hygiene procedures have been implemented and this means some children do not wash their hands before eating.

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Inclusion Expected standard

Leaders work with parents and school staff to identify the needs of children, particularly those with special educational needs and/or disabilities, those from disadvantaged backgrounds, and children known (or previously know) to social care. Leaders work with the host school to collect information about children from multi-agency meetings. This helps staff understand all children's needs. If needed, they create support plans, including safety plans for separated parents. Ongoing assessments and reviews of education plans are typically completed by school staff, but these are shared to enable staff to adapt routines and resources to help all children participate alongside their peers.

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Inclusion Expected standard

Staff work at the school as well as the club, so they get to know the children well. They create quiet, calm spaces for children, who are not ready to engage right away. They provide physical comfort and encouragement to children who are nervous. Children reach out to hold staff's hands to go to an activity and play. This helps children get used to the environment before they meet their friends and play.

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Leadership and governance Expected standard

Leaders generally ensure the club's daily operations run smoothly. Since the last inspection, there has been a substantial improvement in site security and safeguarding. Leaders and the host school have added keypad access to all entry and exit points. Risk assessments now involve perimeter checks by school staff and club members before and during sessions. Parents contact staff when they arrive to pick children up and staff take children to the exit door. All staff know how to keep children safe.

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Leadership and governance Expected standard

Parents speak highly of the club and staff. Staff often look after their children on short notice and the club is very accommodating to their changing work needs. Parents say that staff are kind and caring. They are always there to talk about their child's needs. They work with parents to help children develop independence skills safely, in preparation for secondary school. For example, older children will leave the club at a specific time to walk home. Staff discuss the journey and how children will keep themselves safe. Once the child leaves, staff tell parents. Then parents let staff know when they are home.

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Leadership and governance Expected standard

Leaders chat informally and meet to discuss planning, children's needs and practice. Staff complete mandatory training, such as paediatric first aid, food hygiene and safeguarding courses. They say that they find their role rewarding and enjoy working at the club. This enthusiasm creates a space, where children feel valued and secure.

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

Children enjoy their time at this club. Welcoming and caring staff help children to feel safe and secure. Children enter and find their friends with enthusiasm while accessing resources. Younger children play dominoes. They further develop their knowledge of mathematics as they match and count the dots. Older children seek out card games. They develop their thinking skills as they compete with their friends. Children look forward to spending their time at the club. They show a true sense of belonging.

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

Staff understand each child's unique needs and preferences. They know the best ways to offer support. They use various resources, provide extra support and create quiet spaces for children with special educational needs and/or disabilities, or those with other barriers to engagement. Children talk about how they are exploring new skills with enthusiasm. Children's self-esteem and confidence flourish in this setting. They share resources well. They join their friends as they play games, helping each other to find the best place to drop their disc. Children are encouraged to experiment with mixing colours as they decorate butterflies. They are proud of their achievements. They show staff what they have created and explain the colours and how they made them.

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

Children's attendance is a priority. Leaders make it easy for children to attend regularly. They offer flexibility for parents around their needs. Staff have a clear focus on children's safety and wellbeing during drop off and pick up times.

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Address:

Netherton Sitlington Junior And Infant School Netherton Lane, Netherton Wakefield WF4 4HQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00,Tuesday,Wednesday,Thursday : 08:00 - 16:00

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Next steps

Leaders should review the organisation of routines to help children take ownership of their personal and self-care needs, such as handwashing at snack time. Leaders should implement strategies to manage children's behaviour and gain their attention during busier times.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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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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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