Play Place After School at Great Chart

Play Place After School at Great Chart

Unique reference number (URN): 2809029 Address: Great Chart Cp School, Hoxton Close, Ashford, TN23 5LB Type: Childcare on non-domestic premises Registered with Ofsted: 16/09/2024 Registers: EYR, CCR, VCR Registered person: Play Place Child Care Services Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Overall, staff support children's behaviour appropriately. The setting rules are shared with children when they start. For example, staff explain the boundaries of where children can play in the playground. However, at times, some of the setting rules are not as consistently implemented by staff, such as when children run inside. Children do manage to share the popular resources well between them. For example, children independently take timers to help them take turns with the tennis rackets and balls.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children know and follow familiar routines throughout the session, such as hanging their bags up when they arrive. Staff are suitable role models and are friendly, calm and polite. Everyone at the club shows an enjoyment in spending time together. The atmosphere is often filled with busy, happy chatting children. Staff actively play with children. For example, children ask for company when colouring or for staff to take part in a game outside, such as tennis or football. Parents state that their children enjoy coming, which supports their regular attendance and helps children feel a sense of belonging at the club.

p.2

Children's welfare and wellbeing Expected standard

Staff work well to build close relationships with children. All younger children have a key person and the bond they share with children is evident. Staff are aware of some children who may need a higher level of support and they respond sensitively. This enables the children to build more confidence and access a wider range of activities during the session.

p.2

Children's welfare and wellbeing Expected standard

Children thoroughly enjoy the ample opportunities for outside play. Staff encourage children to take breaks when it is hot and to drink water, to support children's understanding of taking care of their own health and wellbeing.

p.2

Children's welfare and wellbeing Expected standard

Children enjoy snack time and staff take children's food orders each day and ensure that there is a balance of healthy foods on offer. Staff support children with suitable hygiene practices, such as handwashing and safety measures such as sitting safely at the table. Generally, children are independent, such as pouring their own drinks and choosing what they would like for snack. However, at times, there some activities, such as buttering crumpets and hot cross buns, that staff do for children. This limits the opportunities for children to practise developing their independence skills.

p.2

Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND) are known by staff and receive appropriate support. Staff have knowledge of children's individual needs and any adaptions that they may need to make. Staff are ready to make any adaptions to support children's wellbeing. For example, staff know children's food preferences and ensure that these are catered for to avoid any undue upset. Staff work well with the on-site school for children with SEND. This is helped by some staff working in the on-site school. This supports suitable links for information-sharing about individual children where needed. Parents inform staff of any changing needs of their children. Staff ensure that they provide an inclusive approach to support children to access the activities on offer. For example, younger children are supported to add their ideas to the activity board. The club share some resources with the on-site school and are able to set up

p.2

Inclusion Expected standard

quieter spaces for children should they need one, such as a quiet tent area.

p.3

Leadership and governance Expected standard

Leaders involved in the running of the setting have an overall understanding of the quality of the after-school club. Senior leaders offer support and guidance. They actively address any areas of development that can quickly be resolved. Leaders reflect on what they offer at the club and evaluate the impact of this on children appropriately. For example, they revised how they plan activities to ensure that they are using their time efficiently. This has resulted in a new planning structure, where children have enjoyed taking part in football tournaments and lip sync battles that they have very much enjoyed.

p.3

Leadership and governance Expected standard

Staff share that their wellbeing is positive and that they are able to approach leaders and senior leaders where needed. There are supervision arrangements in place for staff and regular check ins from senior leaders. However, staff supervision meetings lack consistency and focus, and do not help build staff skills and further the development of the club.

p.3

Leadership and governance Expected standard

There are suitable collection arrangements in place, to ensure that staff are aware of any changes to adults, who may collect children. This supports children's safety. Parents feedback is highly positive. They comment that their children are eager to attend and settle quickly. They praise the range of activities on offer and the kind and caring staff.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.3

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.3

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children are happy to attend the club. Younger children are brought over to the club from school to ensure that there is a smooth handover of information. Older children appreciate the independence of walking over themselves. Attendance is carefully checked by staff to ensure that everyone is at the club, ready to take part in activities and have fun. Children are warmly greeted by staff on arrival, who engage children in individual conversation. This helps builds children's sense of belonging.

p.4

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

Children busily start to play and explore toys that have been set up for them. They enquire about who else is coming to the club that day and show an interest to being in the company of others. Children negotiate games well and work together on shared tasks. For example, children explore how to make a tent and staff provide helpful suggestions on what other structures they might try. Children eagerly rush outside and work on their den. The play then develops further, when another new idea is made and they head off to another part of the playground.

p.4

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

Children benefit from trusted staff close at hand to offer reassurance and support where needed. This supports their positive relationships with staff. Children confidently move around the club, making choices in their play and are involved in making decisions. For example, they contribute to activity ideas and help to give suggestions for the snack menu. The positive partnership working around children, between parents, school staff and club staff, means that information is shared well to support children's safety and wellbeing.

p.4

Address:

Great Chart Cp School Hoxton Close Ashford TN23 5LB

p.5

Address:

Type: Childcare on non-domestic premises

p.5

Address:

Registered person: Play Place Child Care Services Limited

p.5

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

p.5

Next steps

Leaders should help staff strengthen their support for children's behaviour, to provide children with consistently clear messages. Leaders should support staff to provide a more consistent approach for children to be independent. Leaders should develop supervision processes, extending staff development, strengthening their skills and practice further.

p.5

About this inspection

The inspector spoke with leaders, staff, children and sought the views of parents during the inspection.

p.5

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. Local authority: Kent

p.5

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.6

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.

p.6

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.6

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.

p.6

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7