Little Star School Club

Little Star School Club

Unique reference number (URN): 2814911 Address: Kingston Environment Centre, 1 Kingston Road, New Malden, KT3 3PE Type: Childcare on non-domestic premises Registered with Ofsted: 30/10/2024 Registers: EYR, CCR, VCR Registered person: Little Star School Club Partnership

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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 have high expectations for children's behaviour. Children demonstrate they fully understand what is expected of them at the club. They follow the clear routines for free choice and transitioning between activities. Children follow staff's instructions and take turns. For example, during a play-dough making activity, children wait for a place to be free at the table. They take turns in selecting ingredients and follow instructions as to what to add next and what to do if their dough is too dry or too sticky. Children show a keenness to join in. They approach activities with positivity. Children show they have positive relationships with staff and their peers. They follow advice that staff give to them.

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Behaviour, attitudes and establishing routines Expected standard

Children respond well to staff as they support them in resolving disputes. Staff know children well. There are clear and effective strategies in place to support individuals who, on occasion, struggle to manage their feelings and behaviour. Staff model how to talk calmly to each other and provide children with strategies to deal with times when they may feel frustrated. This ensures children are clear on the expectations for their behaviour in respecting each other and staff at the club.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally remind children of their expectations for sitting for snack times and of the importance of being involved in helping to tidy up. However, there are times when this is not always consistent. This means that some children sometimes forget to sit until they have finished eating. Staff monitor children's attendance and punctuality to ensure they receive continuity in their care.

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Children's welfare and wellbeing Expected standard

Leaders prioritise children's welfare and wellbeing from the moment they arrive at the club to the moment they leave. Children demonstrate they feel safe and secure in their care. Leaders want children to have fun, build positive and lasting relationships with all and show excitement in coming to the club. Children show they enjoy their time at the club. They talk confidently with staff and go to staff for comfort and reassurance as needed.

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Children's welfare and wellbeing Expected standard

All children, including those with special educational needs and/ or disabilities, understand the importance of keeping themselves safe. For example, they use their 'walking feet' as they transition inside and out. Children understand the importance of road safety as they transition from school to the club. They know the importance of rest and fresh air and taking regular water breaks. Staff ensure children have access to a range of healthy snacks, and staff always encourage them to try at least one. Children learn to take care of the strawberries and tomatoes in the outside area and learn about where their food comes from.

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Children's welfare and wellbeing Expected standard

Leaders recognise the importance of continuing to empower staff to independently manage children's feelings and behaviours. They acknowledge staff will benefit from further training opportunities so they can effectively deal with situations when children may become over excited or upset without the need of support from leaders.

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Inclusion Expected standard

Staff know children well and quickly assess any emerging or individual needs children may have. The experienced special educational needs coordinators offer personalised support, order specialist resources and adapt activities and space to support individual children. This means all children feel included and succeed to get the most out of their time at the club.

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Inclusion Expected standard

Leaders access training opportunities, work alongside parents and carers and school professionals to build on their own skills and experience. This in turn allows them to support children more effectively. Leaders fully recognise the need now to disseminate their newly learned skills with all members of the team. For example, they plan to allow staff to take more of a lead when delivering activities and support them to adapt activities to ensure all children maintain engagement and get the most from the play opportunities on offer. Leaders acknowledge that by involving all staff in this training will strengthen their offering within the area of inclusion.

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Inclusion Expected standard

The club accepts funding and ensures that their varied activities provide experiences for all children that they may not otherwise experience outside of their time at the club. This includes children from disadvantaged backgrounds and children who face barriers to their engagement and/or wellbeing.

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Leadership and governance Expected standard

Leaders continually reflect upon their offering and continuously strive to strengthen their provision. The effective leadership team values the staff team and strives to strengthen the opportunities they receive to develop even further professionally. Staff are happy and say it is like being 'part of a family' as they work together to benefit the children that attend. Staff are not overburdened with additional workload as leaders prepare the activities and play opportunities for children.

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Leadership and governance Expected standard

Leaders engage in local authority training and have achieved recognised qualifications, in particular in supporting children with special educational needs and/or disabilities. They deliver regular in-house training to ensure all staff can have opportunities for professional development. However, they recognise the need to plan to further workshops for staff to strengthen their knowledge in supporting children with varying needs. Leaders continually support staff to fully understand all the club's policies and procedures in keeping children happy and safe and ensure staff's safeguarding training is always up to date.

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Leadership and governance Expected standard

Parents and carers enjoy the opportunities their children have to mix with children from other schools. They have noticed how this has contributed to the positive development of their social skills. Parents report their children enjoy attending because of the many interesting and exciting activities on offer to them and the healthy and balanced meals they receive while at the club.

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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 show they are happy and feel safe in this home-from-home club. Staff respect children's views. They listen to their ideas for planning a stimulating environment for them to relax, play and learn new skills. This ensures the club is always a fun place to be. Staff provide varied activities. They allow children opportunities to engage in activities of their choosing. These include specialist art and drama sessions and opportunities to engage in messy play, caring for the outdoor environment and access to fresh air.

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About this setting

Children demonstrate they have close bonds with all club staff. They talk to them about their day at school, ask for help as needed and enjoy sharing their individual achievements with them. Staff show enthusiasm and offer children high praise and encourage their independence. Children show respect for each other, take turns and offer each other a helping hand as needed. Staff ensure all children are engaged in some form of play. They offer them support to forge relationships with each other as they play.

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About this setting

Children approach activities positively. They enjoy self-selecting books, relaxing in the cosy corner and colouring and drawing. Children choose from the well-equipped junk modelling area as they focus their attention on making a variety of different creations from drums to small balls and squishy toys. They learn and practise a variety of new skills, including cutting, sticking and problem-solving. Children are keen to talk about their activities and play with staff, who enjoy celebrating their successes.

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Next steps

Leaders should provide further training and guidance to all staff to support their professional development, in particular when supporting children with special educational needs and/or disabilities. Leaders should ensure consistency in reminding children of safe and suitable ways to behave, in particular during mealtimes. Leaders should empower staff to independently manage children's feelings and behaviours through further training opportunities so all staff are always able to effectively deal with situations when children may become over excited or upset without the need of support from leaders.

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About this inspection

The inspector spoke with leaders, staff, parents and carers and the special educational needs coordinator 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. Unique reference number (URN): 2814911

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Address:

Kingston Environment Centre 1 Kingston Road New Malden KT3 3PE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Star School Club Partnership

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 14:30 - 18:30

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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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