Little Munchkins Children's Club

Little Munchkins Children's Club

Unique reference number (URN): EY557759 Address: Woodfield Infant School, Woodfield Avenue, Wolverhampton, Staffordshire, WV4 4AG Type: Childcare on non-domestic premises Registered with Ofsted: 16/03/2018 Registers: EYR, CCR, VCR Registered person: Little Munchkins Childrens Club Ltd

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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

Leaders generally establish clear expectations for children's behaviour. Staff role model respectful interactions and help children understand how to play cooperatively, share resources and include others. For example, before children play outdoors, staff routinely remind them of the boundaries and expectations. Children understand and respect these, helping them to play safely and confidently. Children respond positively to these expectations, and they demonstrate kindness and consideration towards their peers.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote attendance through a varied programme of activities and regular communication with parents and carers about forthcoming events. Children look forward to attending, are motivated to play and parents and carers are able to plan for the holiday programme. Leaders monitor attendance and establish the reasons when children who are expected do not attend. This helps them account for children's whereabouts and provide appropriate support where needed.

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Behaviour, attitudes and establishing routines Expected standard

Leaders generally establish inclusive routines that help children participate successfully alongside their peers. However, some daily routines are not organised as efficiently as they could be. For example, children occasionally spend unnecessary time waiting during transitions before moving on to the next part of the day. This reduces the time available for them to remain fully engaged in play.

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Children's welfare and wellbeing Expected standard

Leaders generally establish effective arrangements to support children's welfare and wellbeing. Staff supervise children well throughout the day, including during mealtimes, outdoor play and transitions. They follow established procedures to administer medication, record accidents and respond to children's individual health and care needs, helping children remain safe and well cared for. Leaders typically promote children's health and wellbeing through daily routines. They encourage good hygiene before meals and follow established procedures to manage allergies and dietary needs. While children benefit from regular meals and snacks, staff do not routinely use these opportunities to help children make the healthiest food and drink choices. On some days, the menu does not provide the most nutritionally balanced choices. As a result, opportunities to promote children's understanding of healthy lifestyles are not fully maximised.

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Children's welfare and wellbeing Expected standard

Leaders deploy a high staff-to-child ratio effectively so staff are readily available to support children's individual welfare and wellbeing needs. This helps ensure children receive timely reassurance, emotional support and additional one-to-one attention when needed. Leaders routinely review the information they hold about children to ensure welfare arrangements remain current. For example, they have refined the arrangements for gathering essential information about children to ensure they remain current and accurate. This helps staff provide care that reflects children's individual health, wellbeing and changing circumstances.

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Inclusion Expected standard

Leaders generally establish an inclusive environment where children are welcomed and valued. Before children attend, staff gather detailed information from parents and carers about children's interests, health needs, allergies and any barriers to their wellbeing. Leaders gather detailed information about children's individual needs from the outset. This helps staff adapt experiences so children participate alongside their peers.

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Inclusion Expected standard

Leaders typically work in partnership with parents, schools and other professionals to promote continuity for children who face barriers to their enjoyment and wellbeing. With parental consent, leaders seek information from schools to understand children's individual needs and agree approaches. For example, they liaise with schools to understand children's sensory needs, emotional wellbeing and any strategies already in place. This includes the use of visual prompts, quieter spaces and headphones where appropriate. Leaders also work closely with carers and social workers to help meet the needs of children who are known to children's social care.

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Inclusion Expected standard

Leaders generally have an appropriate understanding of available funding. They routinely engage with the local authority to keep their knowledge up to date and maximise the use of available resources to support children's individual needs.

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Leadership and governance Expected standard

Leaders generally have an accurate understanding of the provision and identify appropriate priorities for further improvement. They reflect on practice and respond promptly when they identify opportunities to strengthen children's experiences and the quality of the provision. For example, leaders plan to further develop their own early years expertise and support staff to gain additional qualifications. They actively seek children's views and use these to review aspects of the provision, such as meal arrangements, ensuring children's voices contribute to ongoing improvements. Parents and carers value the welcoming environment and the positive relationships leaders and staff establish with their families. Leaders also make effective use of the wider community to enrich children's experiences through a range of visitors and special events.

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Leadership and governance Expected standard

Leaders typically promote staff wellbeing and maintain a manageable workload. Staff say they feel supported and leaders respond sensitively to individual circumstances. They provide opportunities for staff to complete professional learning during working hours. Leaders generally support staff to develop their professional knowledge and expertise. Regular observations, professional discussions and feedback help staff reflect on and develop their practice. These arrangements help leaders maintain an understanding of staff practice and identify where further training is needed.

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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 arrive happy and eager to attend. They settle quickly into the welcoming environment and confidently choose from a broad range of activities that reflect their interests. Children enjoy spending time with their friends and readily include others in their play. They move freely between creative experiences, construction, role play, board games and table games. They often return to activities that capture their interest. Children enjoy cutting and sticking, dressing up as builders or medical staff and using familiar resources to extend their imaginative play. Friendly competition develops naturally as children play

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Inspector:

Anne Dyoss games together, while others prefer quieter activities where they can talk and play alongside their friends. Children of different ages play alongside one another successfully. Younger children benefit from resources and furniture suited to their stage of development. Children with special educational needs and/or disabilities enjoy the same opportunities as their peers and are included in all aspects of club life.

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Inspector:

Children are confident to express their ideas, make decisions about their play and demonstrate their achievements. They proudly share what they have created and enthusiastically take part in experiences that help build their confidence. For example, children eagerly prepare for and perform in the talent show, celebrating one another's successes. Children know there are trusted adults available when they need reassurance, encouragement or additional support. This helps them participate confidently in activities. For example, children eagerly invite adults to see their creations and performances. They benefit from opportunities to be physically active each day. Children enjoy playing team games, practising ball skills and exploring the spacious outdoor area with their friends. They understand the club's expectations and respond positively to familiar routines and staff guidance.

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Inspector:

Children arrive knowing what exciting experiences lie ahead because their families are kept well informed about special events and activities. This helps children look forward to attending and contributes to the welcoming atmosphere that parents and carers value.

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Next steps

Leaders should review daily routines to ensure transitions minimise children's waiting times and maximise engagement in play. Leaders should enhance opportunities for children to learn about making healthy food and drink choices.

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About this inspection

The inspector spoke with leaders, staff, a special educational needs coordinator, children and parents and carers 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:

Woodfield Infant School Woodfield Avenue Wolverhampton Staffordshire WV4 4AG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Munchkins Childrens Club Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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

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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