Creative Kidz Childcare at Portswood Primary School

School

Unique reference number (URN): 2803927 Address: Portswood Primary School, Somerset Road, Southampton, SO17 3AA Type: Childcare on non-domestic premises Registered with Ofsted: 06/09/2024 Registers: EYR, CCR, VCR Registered person: Creative Kidz Childcare 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 Strong standard

Staff create an incredibly inclusive club where children thrive. Children demonstrate very secure friendships with their friends. They excitedly greet each other as staff collect them after school. Children know the routines extremely well, as they leave the school building and head to the club. Staff are good role models and have high expectations. Children behave exceedingly well. Staff praise children frequently, and use the 'pom-pom jar', as a reward to recognise positive behaviour. Children, when selected, choose a pom-pom and place it in the jar. When this is full, all children then have a treat, which they all enjoy.

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Behaviour, attitudes and establishing routines Strong standard

Children play well together and develop very positive relationships. For example, they take it in turns to have their faces painted. Younger children squeal with delight when they look at themselves in the mirror, pleased with the outcome of the face-painting creation. Children naturally collaborate with each other, playing in the sensory tent, and during outdoor play, for instance.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote the importance of punctuality and attendance at the club and follow up on any absences. They work with parents and carers to instil the importance of this, when children do not attend regularly.

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Children's welfare and wellbeing Strong standard

Staff consistently promote children's understanding of healthy lifestyles. Children know to wash their hands after using the toilet and before snack. Staff always promote children's independence, encouraging them to take responsibility for themselves from the moment they walk through the door. For example, they know to hang up their school bag, before they start to play. 'Club council' encourages children's confidence and independence as they discuss together what they would like to do during the sessions. This offers children the opportunity to be actively involved in decisions and gives them a sense of belonging. Children prepare their own snack and wash and dry the cups and plates afterwards. This gives them a sense of belonging and ownership. Staff provide photos of activities, such as the cookery club, which helps children to learn about healthy eating and cultural diversity. Recent examples of food that children have made, include Mango Lassi and Moroccan

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Children's welfare and wellbeing Strong standard

Leaders and staff recognise every child as a unique individual and know them extremely well. They work very effectively with parents and carers. Daily handovers ensure staff and parents have the information they need at the beginning and end of the day. Inclusive welcome notices and an informative website help parents to feel included in their child's time at the club.

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Inclusion Strong standard

Leaders and staff actively promote an inclusive culture in the club. The rich variety of resources and information helps to fully support and include all the children and families enrolled. Parents and carers can view photo displays of children taking part in all activities, supporting this inclusive practice.

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Inclusion Strong standard

Leaders and staff highly value the importance of getting to know all children and families extremely well and ensure the environment continues to meet the needs of children in attendance. Leaders gain essential information and details prior to children starting. The highly skilled and experienced team identify children who may face barriers to their learning and put systems in place to ensure children continue to thrive. For example, they are aware that the room is quite large for younger children and those facing barriers to their learning. Leaders provide sensory tents which offer a safe and secure area for children wanting a quiet space. This allows children time to manage their own emotions and make choices.

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Inclusion Strong standard

Leaders and staff work effectively in partnership with school staff, to ensure that any new concerns or information are shared promptly. Ongoing audits of provision help to make sure staff continuously meet all children's needs. Daily discussions with parents and teachers help to ensure information about children is current and relevant.

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Inclusion Strong standard

Staff attend specific training, tailored to meet the requirements of children who attend the club. This professional development helps to embed their knowledge so they can fully understand and support children's needs and provide the best opportunities.

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Leadership and governance Strong standard

Leaders have an excellent understanding of the community in which the club is located. They work in partnership with school staff, and have built secure relationships with key personnel there. Leaders have a very clear vision for the club and want children to enjoy attending. They are very proactive about providing the very best opportunities for the children in their care. Leaders take great pride in knowing all the children's names across their multiple settings. They keep up to date with changes in legislation and ensure these are shared with staff well in advance of compulsory starting dates, to help staff understand and respond to changes swiftly. Leaders understand the importance of supporting staff's wellbeing and recognise and value staff's input. For example, an employee assistance programme that staff can access if leaders are not immediately available, helps to support staff on a day-to-day basis. Leaders

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Leadership and governance Strong standard

also send 'gratitude cards', to team members to acknowledge and celebrate their input. Staff report that their wellbeing is high and they enjoy coming to work. They value the wide range of professional development opportunities available, which helps to ensure their knowledge and understanding is current. Regular audits and observations enable leaders to support staff's developmental needs. Recent training includes courses on managing autism and neurodiversity.

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Leadership and governance Strong standard

Leaders use self-evaluation incredibly well. This helps to ensure that the provision continues to meet requirements and demonstrates that leaders strive to exceed expectations. Parents and carers speak highly of the club. They say their children enjoy coming and that they value the support they receive as families. Children thrive in the club and are very happy.

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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

All children, including those who face barriers to their learning, are extremely enthusiastic to attend the club, and behave incredibly well. They excitedly greet their friends with smiles and hugs, as they come out from their classrooms to be met by their key persons. Children show a great understanding of the routine, as they cross the playground to the hall, enter the building and confidently hang up their school bags before they begin to play. Staff recognise and value children's originality and adapt the practice to meet individuals' needs. For example, children undertake creative activities at their own pace, and staff are available to offer assistance, if necessary.

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

Leaders promote the importance of punctuality and attendance. Well-trained staff consistently help children to take responsibility for their personal safety. They remind them of the rules and boundaries, such as no climbing on the furniture and to be aware of signs indicating water spillage. Children are very independent. The active 'club council' encourages children to make choices about what they would like to do while attending. This helps children to feel valued and develop a sense of responsibility as they plan what they would like to do.

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

Experienced staff consistently promote children's independence. For example, at snack time, staff encourage children to wash their hands prior to eating. Children often sit down together, 'picnic style', in the wooded area outside. They cut cucumber into slices with safety knives and select fillings for their rolls. Children choose from, and enjoy, fresh fruit. They develop their social skills further as they converse with their friends. Knowledgeable staff are excellent role models and use praise often, to encourage and support children. This helps to further develop children's sense of belonging and wellbeing.

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

Children take part in a wide range of favourite, self-chosen activities. They thoroughly enjoy bubble play, outside, and excitedly join in with shaving-foam activities. Children squeal with

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Address:

Portswood Primary School Somerset Road Southampton SO17 3AA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Creative Kidz Childcare Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 18:00 delight as they add their chosen colours and take it in turns to squirt the foam. Children giggle at the noises they hear. They are happy and thrive in this well-organised club.

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Next steps

Leaders should ensure continued improvement in the club's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children, 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. Local authority: Southampton

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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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