Charley's Childcare

Charley's Childcare

Unique reference number (URN): 2805228 Address: Terling C Of E Primary School, New Road, Terling, Chelmsford, CM3 2PN Type: Childcare on non-domestic premises Registered with Ofsted: 29/08/2024 Registers: EYR, CCR, VCR Registered person: Dervish, Joanne Charley

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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 benefit as they relax in a calm and cosy club. Children attending know each other well and there is a happy and respectful atmosphere. Children understand the routines in place. For example, they remove shoes and store their personal belongings as they arrive. Staff are mindful of their expectations and in their approach. They take account of children's ages and development when supporting them and their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

The importance of an effective key-person system is understood, however the club is very small and staff know all children well. Young children have formed close bonds with staff. who are friendly and positive role models for the children. They support children to manage their feelings and emotions and help them understand the impact some behaviour has on others. Children typically negotiate between themselves. Leaders prioritise attendance to ensure children's wellbeing and participation.

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Behaviour, attitudes and establishing routines Expected standard

Children learn the importance of a balanced healthy diet. They make choices from a selection of fruits and savoury snacks. Children are keen to help staff. They take their friends orders ready for snack preparation. They demonstrate good manners and say 'please' and 'thank you' without prompting. Children, even the youngest attending, confidently and independently take care of most of their personal needs. However, children's understanding of the importance of handwashing before eating is not consistently promoted or securely embedded in practice.

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Children's welfare and wellbeing Expected standard

Children are able to let off steam after a busy day at school as they participate in activities outdoors daily, throughout the year. Those children who prefer quieter, more relaxing activities or want to rest, sit comfortably in the fresh air and chat with their friends. Children enthusiastically talk about their participation in swimming opportunities and say this is their favourite activity.

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Children's welfare and wellbeing Expected standard

Children enthusiastically help prepare snack and typically healthy lifestyles are promoted. Children generally develop a secure understanding of how to keep safe and healthy. However, staff do not ensure that children always wash their hands before eating. Staff are vigilant for those with allergies or dietary needs and these are managed well to ensure their welfare. However, children's information regarding any long term or emerging medical needs is not yet robust.

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Children's welfare and wellbeing Expected standard

Children play in a harmonious atmosphere. Older children support the younger children and this helps them develop a sense of belonging. Staff are kind and caring, they listen to the children and positively respond to their requests. Children have established secure relationships with staff. Children's emotional wellbeing is a priority. Children are encouraged to communicate their feelings and emotions and typically are supported appropriately. Children thrive in this caring and inclusive environment.

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Inclusion Expected standard

Leaders invest time getting to know the children and their family. They understand the importance of communication with parents, carers and children's teachers to ensure a collaborative approach to support children. Leaders promote a culture of inclusion. They ensure the environment meets all children's needs and that all children and able to fully participate and feel valued. Leaders ensure that, during the registration process, they work closely with parents and carers to gain information about their children's unique needs, cultural backgrounds and abilities. This information, however, is not routinely reviewed to ensure it is robust and up-to date to ensure children's ongoing wellbeing.

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Inclusion Expected standard

Leaders have established positive, professional working relationships with the headteacher and staff at the host school, who fully support and welcome the club's presence. Children benefit from the good communication between club and school, as this ensures continuity of care. Leaders ensure children have a voice and a say in what happens at club. For example, children are spoken to with respect and asked to vote for changes in the routines, activities and snacks provided. Any additional funding children may receive is used appropriately to improve outcomes for children.

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Leadership and governance Expected standard

Leaders are passionate about their role and generally have a clear overview of all aspects of the provision and daily practice. Leaders work effectively with the host school who are extremely supportive of the club. There is a culture of self-evaluation as the leader is committed to provide children with the best possible care. Leaders are realistic about the strengths of the club and are able to identify areas to develop further. They are responsive to any feedback provided from parents and carers or the children attending. Leaders work very closely with the host school to support continuity of care and smooth daily transitions. Systems are generally well organised, enabling leaders to respond promptly to any issues that arise and ensure the setting runs efficiently. However, systems to routinely review and update information regarding children's individual care needs are not yet securely embedded to ensure children's ongoing welfare.

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Leadership and governance Expected standard

Parents speak highly of the club and staff. They comment that their children relish their time at the club and note the ease with which they settle in.

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Leadership and governance Expected standard

A secure recruitment and induction process is in place. This ensures staff are confident, prepared and suitable for their role. Staff access continuous professional development opportunities that enable them to further develop their skills and knowledge.

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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 happily arrive and settle quickly after their day at school. They arrive with enthusiasm and are pleased to see their friends. They are welcomed by attentive staff who know the children well. The club is small and homely and staff have a sound knowledge of children's interests and therefore provide activities that support these. Children have formed close and trusting bonds with the staff. Children are keen to share their news after a day at school. Typically staff understand children's individual needs and abilities, including any barriers to learning or wellbeing. This helps children feel safe, secure and able to fully

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Inspector:

Lynn Hartigan engage in all aspects of the club. Young children confidently approach staff if they need reassurance or help. Staff respond sensitively, supporting children's emotional wellbeing. Older children demonstrate kindness toward younger children. For example, they offer to show them how resources work. Children's behaviour is typically good. They learn to resolve minor disagreements, showing increasing independence and empathy over time.

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Inspector:

Children enjoy participating in familiar activities and learning new things. Leaders provide children with a variety of play opportunities. For example, children enjoy their time outdoors. They have fun in the fresh air as they run, climb and swing using the large play equipment on the school field. Children understand and listen to the rules of the club and guidance provided to keep them safe.

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Inspector:

Staff understand how to support participation through inclusive practice. For example, positive relationships with the host school are well established. Appropriate information is shared daily with teachers regarding the children attending. A flexible routine is in place that helps maintain children's participation, so that they do not miss out on extracurricular opportunities. Close partnerships with the families, and listening to the children's comments, means children receive the support and guidance they need. Activities are adapted to ensure all children can participate. Leaders are aware of the importance of the attendance of those booked and follow systems in place to ensure children's safe attendance and wellbeing.

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Next steps

Leaders should fully embed children's self-care routines, such as hand washing before eating to support children to develop a positive attitude to hygiene. Leaders should regularly review information regarding children's individual care needs to ensure they are fully up to date.

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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:

Terling C Of E Primary School New Road, Terling Chelmsford CM3 2PN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Dervish, Joanne Charley

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:15,Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:35

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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