LBC Kids @Elton Primary School

LBC Kids @Elton Primary School

Unique reference number (URN): 2793995 Address: Elton Primary School, School Lane, Elton, Chester, CH2 4LT Type: Childcare on non-domestic premises Registered with Ofsted: 10/09/2024 Registers: EYR, CCR, VCR Registered person: LBC Kids 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 and staff monitor children's attendance well and ensure the safety of all children, including those children that are due to attend but do not arrive as expected. Staff have robust procedures in place to safely collect children from their classrooms. Children know these routines well and arrive at the club happy and ready to play.

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Behaviour, attitudes and establishing routines Expected standard

Children are familiar with the established routines of the club and follow them with ease. For example, they hang up their coats and bags before playing. They are aware that they must wash their hands before snack and wash their plates afterwards. This demonstrates that children feel settled and secure.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well and show respect for staff and each other. Staff focus on the encouragement of positive behaviour and use praise well. For example, children are thanked for using their manners and for helping with specific tasks, such as tidying up. This helps children to feel valued and boosts their self-esteem. Where incidences of inappropriate behaviour do occur, some staff gently remind children to share resources and think about the consequences of their actions. However, this is not consistent across all staff and, therefore, does not consistently support children's personal development and understanding of social expectations.

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Children's welfare and wellbeing Expected standard

Children are offered a range of nutritious foods and are encouraged to make healthy choices at snack times. All staff are aware of children's individual dietary needs and safer eating guidance is followed. For example, menus have been adapted and a first-aid trained member of staff is always on hand when children are eating. This helps to keep children safe.

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Children's welfare and wellbeing Expected standard

Generally, independence skills are promoted. For example, children wash their hands before eating and are able to access fresh drinking water to keep themselves hydrated. However, during snack times staff pour drinks for the children and do not encourage them to use utensils to serve their own foods. This does not fully support children's developing skills.

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Children's welfare and wellbeing Expected standard

Children benefit from daily fresh air and access to a well-resourced outdoor space. They learn about how to keep themselves physically healthy and enjoy team games, such as football.

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Children's welfare and wellbeing Expected standard

Leaders and staff have a sound knowledge of children's prior experiences, needs and preferences. They notice when children need support and respond quickly. This helps children with their emotional resilience and to feel secure within the club.

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Inclusion Expected standard

Children benefit from the inclusive environment that leaders have created. Children openly speak about their interests and help to plan the activities for the following week. This helps children to feel valued and included. Staff work closely with parents and carers before children start at the club in order to understand children's individual preferences, medical conditions, allergies and intolerances. This information is shared with all staff, helping them to meet children's individual needs from the outset.

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Inclusion Expected standard

Children with special educational needs and/or disabilities and those who are known, or previously known to children's social care are supported well. Staff talk to children about their feelings and help them choose activities that suit how they are feeling, such as playing football outside or participating in craft activity indoors. This helps children feel included and allows them to make their own choices.

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Inclusion Expected standard

Leaders are proud of the links they have developed with the school and external professionals. For example, where specific behaviour strategies or learning targets are in place in school, these are applied consistently within the club. This ensures that children benefit from consistent care and expectations.

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Leadership and governance Expected standard

Leaders generally have a fair oversight of the club, its strengths and areas for development. They have high expectations for all staff and provide informal support and mentoring. They acknowledge when these expectations are not met and quickly rectify them. For example, when staff do not support children to sit safely on their chairs, leaders step in and remind both children and staff of how to keep safe. They also recognise that, on occasion, staff do not consistently implement behaviour strategies or promote independence skills. Leaders understand that greater consistency in these areas across the club is essential to improving children's welfare and wellbeing.

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Leadership and governance Expected standard

Staff report that they feel very supported by leaders and that they thoroughly enjoy their roles. They are confident they can approach leaders if they have any concerns or feel that they need support. Leaders consider staff workload, carefully helping to keep morale high.

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Leadership and governance Expected standard

Leaders follow robust recruitment procedures to ensure that those working in the club are qualified and suitable to do so. They review policies and procedures regularly and update staff on any changes. This helps to keep children safe.

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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 quickly hang up their belongings so that they can play with their friends. They choose whether they would like to play in the well-resourced outdoor area or would like to engage in one of the many fun activities set up for them when they arrive. During activities, children and staff chat happily together. For example, they discuss the differences between sky blue and navy blue and which are the best colours to use while tie dying socks.

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About this setting

Unique reference number (URN): 2793995 Children have the opportunity to take part in theme days, such as specific baking or craft days. Children often invite staff into their play and are eager tell them about their day at school and what they will do when they go home. This demonstrates the positive relationships with staff and that children feel safe and secure at the club.

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About this setting

Children generally behave well. They are kind towards each other and are familiar with the club expectations and routines. Where minor disagreements do occur, these are generally resolved quickly as staff step in and encourage them to think about the consequences of their actions. For example, children are reminded to share resources and take turns when playing in the sand. They are encouraged to reflect on how the other child feels in that moment. This level of support is not consistent across all staff and, therefore, does not consistently support children's personal development and understanding of social expectations.

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About this setting

Staff have formed secure relationships with the school and effective communication is a priority. Club staff speak to class teachers daily, checking on how the children have been during their day and if there is anything that should be shared with parents. This helps staff to build positive relationships and to support the children in their care.

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Next steps

Leaders should provide effective supervisions that ensures that all staff have targeted support to improve consistency of practice.

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About this inspection

The inspector spoke with leaders, staff 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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Address:

Elton Primary School School Lane Elton Chester CH2 4LT

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:30,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00

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Address:

Local authority: Cheshire West and Chester

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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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