Schools Out Club (Derby) Ltd

Schools Out Club (Derby) Ltd

Unique reference number (URN): EY493996 Address: St Johns Methodist Church, Birchover Way, Derby, DE22 2QL Type: Childcare on non-domestic premises Registered with Ofsted: 08/09/2015 Registers: EYR, CCR, VCR Registered person: Schools Out Club (Derby) Limited

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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

Generally, leaders and staff have high expectations of children. Staff encourage children to develop positive relationships with others. They use strategies such as sand timers to help children to share and take turns. Children's accomplishments and efforts are encouraged and praised by staff. When walking back from school, staff award a 'Star walker', to acknowledge how well children listen to staff and walk safely to the club.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff work closely with schools and parents to follow up any unexplained absences from the club. They check the welfare of children and know how to raise concerns to the relevant agencies if required.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide activities that complement children's experiences within school and appeal to children's interests. As such, children engage with activities of their choosing for sustained periods of time. Children learn to play collaboratively; they listen carefully to staff as they explain the rules of a game. Children are eager to involve others and confidently share their new knowledge of how to play.

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Behaviour, attitudes and establishing routines Expected standard

Children know and follow the routines implemented by staff. For example, they know to wash their hands before eating and to line up for their meals. This helps children to feel secure and understand the expectations.

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Behaviour, attitudes and establishing routines Expected standard

Typically, staff deploy themselves effectively to support children in their activities. However, during routines such as mealtimes, although staff supervise children, they do not always remain focused on their role to effectively support and interact with children to ensure they have an enjoyable and sociable mealtime experience.

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Children's welfare and wellbeing Expected standard

Leaders implement effective key-person systems for younger children who attend the club. Children build close bonds with their key person. For example, when children are feeling upset or unsure, key staff members tune into children's needs and provide comfort and reassurance. This helps children to feel settled and comfortable in their environment.

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Children's welfare and wellbeing Expected standard

Staff provide books on a variety of topics, such as feelings and emotions, for children to independently access. Staff implement a range of topics to support children's wellbeing. For example, they discuss bullying and what to do if they experience this.

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Children's welfare and wellbeing Expected standard

Staff provide children with daily opportunities to play outdoors. This helps children to partake in physical exercise and boosts their mental wellbeing. Staff encourage children to wash their hands before eating. They provide a varied and nutritious food menu that meets children's individual dietary requirements. However, staff interactions with children relating to leading a healthy lifestyle are, at times, limited. As such, children do not fully benefit from understanding the importance of this to help them form healthy lifelong habits.

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Inclusion Expected standard

Leaders and staff work closely with parents to find out about the individual needs of children, including those with special educational needs and/or disabilities (SEND) or emerging needs. Staff provide a variety of resources to support children's individual needs. For example, they provide a tent with calming sensory resources and ear defenders to block out noise. This helps children who may feel overwhelmed or wish to have some quiet time. Staff provide tactile toys that support children to self-regulate and help them to relax.

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Inclusion Expected standard

Leaders and staff provide activities to widen children's experiences. For instance, they understand that not all children live in homes with easy access to outdoor play spaces. As such, they provide a range of fun outdoor activities to support their physical play and experiences of the world around them.

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Inclusion Expected standard

Leaders know how to access specialist support and advice for children with SEND or emerging needs. They routinely contact the relevant schools to discuss how children's individual needs are supported, so they can implement this in the setting. This helps to support consistency in children's care.

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Leadership and governance Expected standard

Typically, leaders support staff development effectively through team meetings, observations of practice and regular supervisions. They identify where staff would like to enhance their practice and consider how they can provide opportunities to support this. For example, they provide further development opportunities for staff to understand and manage children's behaviour. This helps to continually improve staff practice and experiences for children. Leaders acknowledge that further support is needed to help staff enhance their interactions and ensure that children are consistently supported through routine times of the day.

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Leadership and governance Expected standard

The established staff team speak warmly of the support provided by leaders. Staff morale is high and they state that they enjoy working at the club. Leaders and staff communicate with parents effectively. They provide daily updates on children's wellbeing and their time at the club. Parents comment that staff are amazing and they are happy with the flexibility of care provided. Leaders ensure that the premises are secure and appropriate processes are in place to ensure that children are safely collected by parents and carers.

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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 warmly welcomed by staff into the club. They enjoy attending and develop new and growing friendships, helping to promote children's key social skills. Children are encouraged by staff to be kind to each other and share the resources and activities. Leaders have appropriate procedures in place to act, where children have unexpected absences from the club. This includes contacting appropriate agencies, to ensure children's safety. Children have a positive attitude to play and are supported by staff to take part in a variety of indoor and outdoor activities. They concentrate as they take part in creative activities, such

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Address:

St Johns Methodist Church Birchover Way as cutting and colouring. Children choose to colour flags to represent countries in sporting events. They beam with pride as staff exclaim how great their flags look. This promotes children's confidence and self-esteem. Children listen with interest as staff talk about the different countries their flags represent and where they are located, helping children to learn about the wider world.

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Address:

Children relish the imaginative play opportunities provided by staff. They use pretend money and tell staff they are rich and going to buy a Lamborghini. Children have fun pretending to be builders in yellow hard hats. Together with staff they build a wall with pretend bricks. This promotes children's creativity and problem-solving skills.

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Address:

Children's independence is developed as they access activities of their choosing. They wash their hands before eating and, after mealtimes, confidently scrape their plates before going back to play. This supports children to build self-help behaviours and skills for the future.

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Next steps

Leaders should develop the consistency of staff interactions with children, particularly around helping children to understand the importance of leading a healthy lifestyle. Leaders should strengthen staff deployment during mealtime routines to ensure that children are consistently supported and provided with quality experiences.

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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. Derby DE22 2QL Type: Childcare on non-domestic premises

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About this inspection

Registered person: Schools Out Club (Derby) Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 03:00 - 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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