The Kids Clubs Family at Canada Hall

The Kids Clubs Family at Canada Hall

Unique reference number (URN): 2813671 Address: Canada Hall, Battlebridge Lane, Merstham, Redhill, Surrey, RH1 3LH Type: Childcare on non-domestic premises Registered with Ofsted: 30/09/2024 Registers: EYR, CCR, VCR Registered person: The Kids Breakfast Clubs 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 Strong standard

Leaders establish clear expectations for behaviour and attitudes, creating a calm, respectful and harmonious environment, where children understand routines and feel secure. All staff use consistent, positive approaches to support behaviour and help children develop independence, responsibility and respect for others. Established routines, including arrival from school, walking bus expectations, handwashing and snack routines, help children feel confident, settled and ready to enjoy their time at the club.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently show kindness towards others, develop positive friendships and confidently approach adults for support and reassurance. They demonstrate positive attitudes and engage enthusiastically in the activities available. Children confidently make choices, follow their interests and show creativity, curiosity and perseverance as they play and explore. For example, during a junk modelling session children create rockets, cars and tills.

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Behaviour, attitudes and establishing routines Strong standard

Staff build strong relationships with children, know them well and respond sensitively to their individual personalities, needs and circumstances. They encourage children to take responsibility, make positive choices and develop independence. For example, children spread their own butter on crackers, select activities from the activity boxes and manage everyday routines confidently. Staff adapt routines and their approach to ensure all children, including those with additional needs, participate successfully. For example, children are given time to decompress after school in quite areas and gently encouraged, when ready to come and participate. Leaders work with parents and the school to promote attendance, which supports children to access the planned learning and make continued progress at the setting.

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Children's welfare and wellbeing Strong standard

Leaders prioritise children's welfare and wellbeing and ensure staff provide a safe, nurturing and supportive environment. Leaders establish clear procedures that support children's health, safety and individual needs, including effective safeguarding arrangements, risk assessments and communication with families and schools. Staff complete daily checks of the walking bus route to identify and manage any potential risks before collecting children. Staff know children well and use this knowledge to provide consistent care and support that helps children feel secure and valued. Children confidently approach adults for support, share their experiences and feel listened to. For example, children ask staff for additional resources or food when they need it.

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Children's welfare and wellbeing Strong standard

Children develop confidence, independence and resilience through everyday experiences and routines. They take responsibility for their belongings, wash their hands, prepare their own snacks, pour drinks and clear away afterwards. Children develop ownership of their environment by pre-washing their own cups and plates after snack. These routines help children develop practical life skills and pride in what they can achieve.

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Expected standard

Staff promote healthy choices through a self-service snack bar, where children independently select from a range of nutritious options, with staff providing appropriate supervision. Children develop self-care skills, such as pouring their own water and managing personal routines. Staff adapt their approach to support children's individual emotional, behavioural and developmental needs, ensuring all children participate fully. For example, children can complete activities before joining snack time when they are ready. Children feel safe, happy and cared for because staff build positive relationships and provide consistent support that enables them to relax, play and thrive.

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Leadership and governance Strong standard

Leaders provide solid strategic leadership and have a clear commitment to providing a safe, inclusive and nurturing environment, where children can thrive. Leaders maintain effective oversight of safeguarding, safer recruitment, staffing arrangements and the quality of the provision. They use regular meetings, supervision and communication systems to ensure staff remain informed, supported and able to provide consistent care. However, leaders are aware that systems for reviewing support are not yet in place consistently and adjustments are not always swiftly identified.

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Leadership and governance Strong standard

Leaders prioritise staff wellbeing and create a supportive culture, where staff feel confident to seek guidance and share concerns. Regular supervision meetings provide opportunities to discuss wellbeing, performance and professional development. Leaders invest in staff expertise through training opportunities, including courses provided through local services, and encourage staff to engage with local playworker networks to share good practice.

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Leadership and governance Strong standard

Leaders work positively with parents, schools and the wider community to support children's needs. Parents receive regular communication through newsletters, feedback opportunities and daily conversations at collection, where staff share information about children's experiences. Leaders ensure strong professional relationships with schools support consistent approaches and effective information-sharing.

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Leadership and governance Strong standard

Governance arrangements provide appropriate oversight of the provision, with leaders identifying strengths and areas for further development. Leaders demonstrate a commitment to continuous improvement and recognise the importance of strengthening systems for monitoring and evaluating individual support strategies to clearly demonstrate their impact. Children benefit from a well-led provision, where leaders prioritise their safety, wellbeing, inclusion and positive experiences.

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Inclusion Expected standard

Leaders recognise the importance of supporting children, who are disadvantaged, experiencing barriers to their wellbeing, or who are known or previously known to children's social care, and embed inclusion throughout the provision. They ensure staff understand their responsibility to identify, assess and meet children's individual needs. For example, leaders access training, guidance and advice to strengthen staff confidence and knowledge. Leaders gather detailed information from families before children start, including medical needs, dietary requirements, special educational needs and/or disabilities and any factors that may affect children's wellbeing. They work closely with parents, schools and other professionals to understand children's needs and adapt provision to reduce barriers. They share information appropriately and ensure staff follow agreed procedures to provide consistent support.

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Inclusion Expected standard

Children experience an inclusive environment, where staff value, welcome and support them to participate fully. For example, staff use sensory resources and adapt activities to help children engage confidently. Strong partnerships with families and schools support consistent approaches, with class teachers sharing relevant information at collection to help staff understand children's experiences and needs. Children develop a strong sense of belonging because staff remove barriers, celebrate their uniqueness and support them to build confidence, independence and positive relationships. However, as yet, support is not consistently reviewed and monitored regularly, so its effectiveness and any further adjustments are not always swiftly identified.

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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, settled and confident within the calm and welcoming environment. Staff greet children warmly, when they collect them from school and know them well, including their individual personalities, interests and experiences from their day. Children build strong relationships with adults and each other, which helps them feel safe, valued and develop a strong sense of belonging.

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

Children enjoy a wide range of activities that reflect their interests and support their creativity, confidence and social development. They choose from opportunities such as role play, arts and crafts, play dough, construction, trains, dressing up and junk modelling. Children confidently make decisions about their play, develop their ideas and ask for additional resources to extend their experiences. They show curiosity, enthusiasm and creativity as they explore activities and interact positively with their peers.

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

Children develop high levels of independence through well-established routines. They take responsibility for their belongings, wash their hands, prepare their own snacks, pour drinks and clear away afterwards. These everyday experiences help children develop practical skills, confidence and pride in their achievements. Children demonstrate excellent behaviour and positive attitudes as they understand expectations, follow routines, travel safely on walking buses and show kindness towards others. Staff use warm, respectful interactions and adapt their approach to ensure all children, including younger children and those with additional needs, participate fully. Children feel safe and supported, confidently approaching adults, sharing their experiences and building positive friendships. They enjoy a nurturing environment, where they play, develop independence and flourish.

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Address:

Canada Hall Battlebridge Lane Merstham, Redhill Surrey RH1 3LH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Kids Breakfast Clubs Limited

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Next steps

Leaders should ensure that all support for children is regularly reviewed and monitored to evaluate its effectiveness and identify any further adjustments needed, ensuring all children can participate fully.

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About this inspection

The inspector spoke with the manager, 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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