Progressive Kids Hanham

Progressive Kids Hanham

Unique reference number (URN): 2801721 Address: Hanham Abbots Junior School, Abbots Avenue, Hanham, Bristol, BS15 3PN Type: Childcare on non-domestic premises Registered with Ofsted: 08/08/2024 Registers: EYR, CCR, VCR Registered person: Progressive Kids Bristol 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

Children show they feel a sense of belonging in the club. For instance, when they first arrive they confidently navigate the room and swiftly find an activity of their choosing. The practitioners and other children warmly greet them and the room is very calm. Practitioners know all children well and typically establish a familiar routine that supports all children to settle and feel a part of the after-school club, including those with special educational needs and/or disabilities. For example, children understand the different 'zones' of the room, heading to the quieter areas if they need a calmer space to settle.

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Behaviour, attitudes and establishing routines Expected standard

Children and practitioners show they respect each other, as they listen and show an interest in what each other has to say. Children seek out practitioners when they need support, showing they feel comfortable with them and trust them. Children's behaviour is positive, as practitioners teach and model the importance of treating each other with kindness. If any altercations do occur, practitioners are quick to support children to resolve any issues themselves. The expectations of the after-school club are shared with parents when children first start. They understand the importance of updating the club if their children will not be attending.

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Children's welfare and wellbeing Expected standard

All children are very happy and confident and play well together across the different age groups, with opportunities to play indoors and outdoors. For example, older children play card games with younger children, supporting them with the rules of the game. Young children demonstrate they are comfortable and happy as they confidently talk to adults, telling them what they enjoy about the after-school club.

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Children's welfare and wellbeing Expected standard

Leaders support children's wellbeing effectively. They ensure they get to know children, and make time for each child. For example, when taking the registration, practitioners ask children how their day has been, and if there is anything they would like to share. They all intently listen to each other's news, asking questions where appropriate. They provide a 'worry caterpillar', where children can anonymously write their worries down and post them in the caterpillar. These are then discussed with the group and written in a book that all children can revisit.

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Children's welfare and wellbeing Expected standard

Hygiene practices are generally good, and children have many opportunities to be independent. However, currently the children do not support with preparing snack as part their daily routine, which would help them to develop more independence and skills for later life.

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Inclusion Expected standard

Leaders ensure the after-school club is inclusive and typically meets the needs of all children, including those with special educational needs and/or disabilities. Through having good links with the school and parents, leaders ensure they know children well and cater for them appropriately. For example, if children find the transition from their classroom to the after-school club tricky, teachers can go with them until they feel more confident. Practitioners ensure the room meets the needs of all children. For example, there are quiet areas for those that need a gentler space, and opportunities to run around outside for those that need to be active.

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Inclusion Expected standard

Children are, on the whole, well included. However, practitioners could use the information they gather from families, such as languages spoken at home and special days celebrated by families, to make all children feel even more included, and to help break down any barriers to children having a solid sense of wellbeing.

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Leadership and governance Expected standard

The leaders and managers have high expectations for the after-school club, always striving to make improvements. They evaluate their setting and act on any areas that can be improved. For example, they have developed a booklet that will strengthen home/club links, including giving parents ideas of activities they can do with their children at home. They currently gather information on children's home life, but could use this information more to ensure children have an even greater sense of belonging, breaking down any barriers to learning. For example, they do not currently take into account how they can incorporate children's home language and background into the after-school club.

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Leadership and governance Expected standard

Leaders provide regular professional development learning opportunities for all practitioners, ensuring they are all up to date with current practices. Practitioners comment that they feel very supported and valued working in the after-school club and the workload is manageable. Leaders have close links with the school, including sharing information about all children, with parental permission, including those with special educational needs and/or disabilities and those that that may have barriers to their learning or wellbeing. Senior leaders in the school comment on how valuable the after-school club is to the school.

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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 thrive at this well organised after-school club. They are happy to arrive, after being safely collected from their classrooms, and quickly get involved in the variety of activities on offer. Practitioners know the children well and greet them warmly. Children demonstrate that they understand the routine well, as they all happily move into the big room to do registration, and to discuss their day. They smile as they recount what they have been doing, or what is coming up in their lives, such as an exciting holiday. They show they feel valued as they confidently answer practitioners questions, happy that practitioners are taking a real interest in what they have to say. All children have a high sense of wellbeing, as the after-school club is arranged to ensure it meets all children's differing needs, including those with special educational needs and/or disabilities. For example, the different

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

zoned areas allow children to choose if they want to play in a more active zone, or a quieter one, depending on their mood. They also have the choice of attending the outdoor sports club.

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

Children show they have good relationships with the practitioners and with each other. They create amazing structures in the junk modelling area, and confidently ask practitioners for more materials when needed. They help each other out, for example holding pieces in place while someone gets the tape, working well together. They proudly show their finished products to practitioners, and smile widely when they receive the meaningful praise. Practitioners support them appropriately in their play, helping them to share and encouraging them to be independent. Children of all ages get along and behave well, and enjoy their time in the after-school club.

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Address:

Hanham Abbots Junior School Abbots Avenue, Hanham Bristol BS15 3PN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Progressive Kids Bristol Limited

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Address:

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

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Next steps

Leaders should strengthen how they use the information they gather from families so they can reduce barriers that children may face. Leaders should develop the organisation of the day so that children have more opportunities to develop their independence and self-care skills.

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About this inspection

The inspector spoke with leaders, practitioners, 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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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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