Kidspace Westfield

Kidspace Westfield

Unique reference number (URN): 2800929 Address: Westfield County Junior School, Westfield Road, Hinckley, LE10 0LT Type: Childcare on non-domestic premises Registered with Ofsted: 10/07/2024 Registers: EYR, CCR, VCR Registered person: Robinson, Kerry Louise

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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 Strong standard

Children behave extremely well in the setting. Staff help children to know what is expected of them to help promote a collaborative and respectful environment for their play. Staff encourage the older children to be very positive role models for the younger children. Staff act as very positive role models by working well as a team. They encourage children to show great care towards their friends, inviting them into their activities and making sure they have an equal role within their play. For example, older children show the younger children how to make Indian friendship bracelets. Children follow staff's instructions first and then give simple instructions to their younger friends, telling them to 'twist this bit and then tie that bit'. Older children take great pride in watching their younger friends give their bracelets to their best friend. They return to make another bracelet, commenting that it is for themselves,

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Behaviour, attitudes and establishing routines Strong standard

Leaders identify trends of absences alongside the school, to help parents and carers, and children to be punctual at school as well as at the club. They install healthy habits of attendance to promote continuity for children as well as monitoring for any welfare concerns within families. Staff contact parents if children do not turn up, especially to morning sessions. Leaders give clear and concise explanations to increase parents' understanding of the importance of ongoing communication to tackle barriers to attendance. This, in turn, helps children's enthusiasm to go to school.

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Behaviour, attitudes and establishing routines Strong standard

Children show high levels of determination and persistence to complete tasks to their own satisfaction. Staff encourage children to listen to effective instructions before embarking on activities. Staff guide and support children to empower them to think for themselves. For example, children make decisions as to what colours to use and how to pour the oil in. When it over fills, staff use extremely positive language to help children solve the problem without children feeling negative about making mistakes. They work together to solve the situation before moving on to putting the right amount of glitter into the mixture. This results in children feeling immensely proud of their creations.

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Behaviour, attitudes and establishing routines Strong standard

Children with special educational needs and/or disabilities have an incredibly respectful and supportive relationship with staff. They feel at ease to share their concerns, frustrations and anxieties within their time in the setting. They learn, through collaborative strategies, discussions and interactions to manage these outbursts in a way that satisfies their emotions. Staff recognise what triggers these children's feelings and frustrations, predicting where the support will be needed for each activity and experience to provide extremely high levels of reassurance and trust. For example, when children lose their certificates for helpfulness, staff are quick to produce a second certificate that has been prepared earlier.

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Children's welfare and wellbeing Expected standard

Children take ownership of their club through their familiar routines and consistent staff. For example, they enter the club after school chatting to friends and staff about their day. They immediately place their bags into the designated tubs and wash their hands for snack time. Children thoroughly enjoy their sociable snack times. They eagerly chat to their friends and the staff, who are sitting with them to incorporate safer eating procedures. Children serve themselves one at a time and choose how much snack they want. Staff remind them to leave enough for their friends. They have a clear awareness of which children have heartier appetites and sometimes invite them up for more when everyone has eaten. Children take responsibility for tidying up after they have eaten before choosing what to play with and where.

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Children's welfare and wellbeing Expected standard

In the main, leaders implement the setting's policies and procedures well, through their practice to promote children's welfare and wellbeing. Overall, these successfully support children's understanding of keeping safe and healthy. For example, children help to design the menus, incorporating ideas of their preferences with healthy choices to support their understanding of healthy lifestyles. Children know to take the blue or pink lanyard to show they have gone to the toilet. This system helps children to take responsibility towards their own welfare and wellbeing. However, staff do not always rigorously review the effectiveness of this procedure to ensure children's intimate care and personal safety are consistently embedded. However, staff are deployed effectively to ensure children are kept safe and secure within the site.

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Children's welfare and wellbeing Expected standard

Staff give children options of play indoors and outside. They know who prefers to play outdoors for their emotional and physical wellbeing. Children understand the importance of sun safety, finding their hats and water bottles before they go outdoors. Staff recognise and quickly act upon the frustration and agitation of those children with barriers to their wellbeing. For example, when they do not have a hat they find them a spare one. This provides children with calming reassurance that enables them to play outside with the footballs, for instance. Children listen to instructions of kicking the ball low and along the floor so it does not hurt other children or interrupt their play elsewhere.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) have extremely positive support to help close gaps in their wellbeing. Staff work tirelessly alongside parents and carers and the school, to provide consistent practices and strategies to drive continuity of care and stability for these children. They work towards individual children's education and health care plans, alongside any other professionals who engage with the children and their family. Staff know the children very well. They recognise the triggers for emotional behaviours. They step in immediately to provide the support children need to manage situations that impact on their feelings and actions towards others. Parents feel reassured that their children's wellbeing is highly promoted through the positive communication channels, the familiar staff and their effective relationships with their children. Staff make successful adaptations to these children's interactions with other children and adults to help

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Inclusion Expected standard

them to manage new situations. Staff recognise other barriers that children face towards their learning and wellbeing, such as their levels of confidence and, sometimes, their home languages. However, staff do not consistently use and relate this knowledge to strongly encourage children's new friendships and social interactions with others.

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Inclusion Expected standard

Leaders understand the importance of using any additional funding to promote children's welfare and wellbeing. Leaders arrange additional staffing to help provide the time and support for individual children to participate in their choice of play. For example, staff accompany children outdoors for more physical play to help them to release tensions and use their energy in a positive way. Leaders have identified the need to train and provide a special educational needs coordinator, who works continually within the setting. They recognise that this will help to ensure greater consistency in supporting all children across the setting.

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Leadership and governance Expected standard

Leaders have a very clear understanding of what works well in this setting and what needs to be improved. They work well together to assess how to develop the setting further for the cohort of children attending. Leaders have action plans to provide children with a permanent building that is purely for the club provision. They recognise how this will impact on the continuity and enhance the sense of belonging for children, particularly those with special educational needs and/or disabilities (SEND).

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Leadership and governance Expected standard

Leaders adapt staffing for each session. This helps to promote not only the wellbeing for children but also for staff. Staff are proud of their achievement. They work towards qualifications, highly supported by leaders to enable children to be cared for by an increasingly qualified, experienced and skilled team. For example, several staff are working towards their level 3 and special educational needs coordinator qualifications. Staff speak positively about the training opportunities within the setting. They use online training facilities to keep them up to date with practices and knowledge. Leaders constantly check in with staff to promote their health and safety. They use walkie-talkies across the site to communicate when they require additional staffing, and adjust deployment to keep children safe and appropriately supervised.

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Leadership and governance Expected standard

Parents and carers comment that they are grateful for this service to support their children before and after school, and to help manage work and family commitments. They know what their children have been doing during their time at the setting because staff give in-depth information when they collect their children. Parents have access to displayed information so that they know who to contact if they have a concern or what their children have eaten in the setting. Leaders use anonymous surveys to gain parents' views. They assess how they can make improvement to deliver an enhanced service for both parents and their children. Staff have secure relationships with the school, gaining information to share with parents when they collect their children at the end of the school day. This positive working relationship has a particularly positive impact on the continuity for children with SEND.

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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 play in a happy, family like atmosphere. Staff know children well and understand how they like to play after a long day at school. For example, some children need to exert energy playing physical games outdoors. Whereas, others prefer to find something quiet to do, such as craft activities indoors, to help them unwind from a busy day's learning. Children settle quickly due to the familiar routine that they are all used to. Children understand the rules, expectations and boundaries of the club. Typically, this helps children to stay safe as they know where they can and cannot go within a very large site. Children benefit from staff, who are effectively deployed, both indoors and outdoors, to provide close supervision of children through their engagement and interactions in their play.

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

Children have particularly close relationships with staff, who understand their characters and personalities. They share experiences, talk about their day and genuinely show a great respect for each other. Children with barriers to their learning and wellbeing welcome their friends to the club each night through an arch way of hands with staff they feel reassured by. This helps them to settle into the setting before their peers arrive. Children are extremely caring and show great kindness towards others. Older children help younger children complete activities to their own satisfaction. Staff support this well through praise and recognition for their helpfulness. Children feel proud of their achievements and openly share these with each other. For example, when children receive golden awards, they parade among their friends, holding up their certificate and prize for all to see. Staff overwhelmingly

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

recognise the significance of this for some children, who find their emotions hard to regulate. This harmonious and joyful experience for all children helps everyone celebrate the smallest of achievements, particularly when the best possible behaviour for individual children is recognised.

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

In the main, children are confident to request further resources and make choices as to what they want to do and where they want to play. They benefit from a variety of experiences that are planned for by staff, who reflect children's interest and preferences. Children thoroughly enjoy participating in the craft activities that stretches their imaginations and creativity. Leaders and staff work well together, showing children how to play cooperatively. Children negotiate well throughout their play, resolving disputes when play does not go their way. Staff give children the time to sort out their problems themselves, before stepping in to give guidance and support. This helps to build children's confidence to successfully manage minor conflicts independently.

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Next steps

Leaders should strengthen staff's responsive support for individual children's varying needs. Leaders should help staff to further develop children's understanding of keeping themselves safe through more rigorously reviewed, strategically adapted and effectively amended policies and practices.

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About this inspection

The inspector spoke with leaders, staff, parents 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.

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Address:

Westfield County Junior School Westfield Road Hinckley LE10 0LT

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Robinson, Kerry Louise

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Address:

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

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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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