Parkside Kids Club

Parkside Kids Club

Unique reference number (URN): 314690 Address: PARKSIDE PRIMARY SCHOOL WESTERN ROAD, GOOLE, NORTH HUMBERSIDE, DN14 6RQ Type: Childcare on non-domestic premises Registered with Ofsted: 18/03/1993 Registers: EYR, CCR, VCR Registered person: Parkside Kids Club Committee

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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

Leaders have established a calm and respectful atmosphere, where children feel secure after the school day. Expectations for behaviour are clear and understood by families, which helps children feel confident about what is required of them. Staff use steady, reassuring communication that supports children to settle and manage many aspects of their own feelings and behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Children show consistently positive attitudes. They interact kindly, include others in play and respond well when staff guide them. Staff consider children's individual circumstances, including those with special educational needs and/or disabilities, disadvantaged children and those known to children's social care, so expectations remain achievable and fair. This helps children get along with one another and sustain cooperative play. Routines help children understand the flow of the session. The developing use of the bell system supports many children to organise themselves, though some still need adult reminders during busy moments.

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Behaviour, attitudes and establishing routines Strong standard

Leaders take clear, evidence-led action to promote attendance and punctuality. They maintain close communication with families and monitor patterns carefully, enabling children to arrive on time and participate fully. As a result, children demonstrate consistently positive attitudes to activities, play and to each other.

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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the centre of their work. Policies and routines are reviewed regularly so that staff can respond promptly to children's varying needs, including those with special educational needs and/or disabilities, disadvantaged children and those known or previously known to children's social care. This ensures children feel safe, calm and cared for after the school day.

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Expected standard

Staff build warm, dependable relationships that help children settle and communicate their feelings with confidence. They tailor care practices to match children's age, stage of development and personal circumstances, offering reassurance, when needed, and adapting approaches for children who may face additional barriers.

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Expected standard

Healthy habits are promoted throughout the session. Children choose balanced snack options, spend time outdoors and talk about keeping themselves healthy and safe. Indoors, staff provide activities that help children explore emotions and develop their physical and emotional wellbeing. They notice changes in children's mood and respond with steady, supportive guidance.

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Expected standard

Routines such as handwashing, snack preparation and quiet rest are structured in ways that encourage long lasting healthy habits. As a result, children show settled emotional wellbeing, feel a strong sense of belonging and make confident choices about their play, interactions and self care.

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Inclusion Expected standard

Leaders identify children's individual needs quickly and accurately. Daily conversations with families and school staff help them understand children's circumstances, including those with special educational needs and/or disabilities, or disadvantaged children. Staff use this information to make thoughtful adjustments, so children generally feel settled, secure and able to participate fully in the after-school session.

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Inclusion Expected standard

Adaptations are typically well matched to children's needs. Staff mirror strategies used in school, anticipate emotional triggers and respond calmly, when children find transitions or busy moments difficult. These approaches reduce barriers to children's wellbeing and help them regulate after the school day. Leaders seek and act on advice from external professionals, when needed, and staff receive suitable training to support a graduated approach.

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Inclusion Expected standard

Leaders keep a close eye on how children are coping, although this monitoring is usually informal. Because leaders do not yet review children's progress or the impact of adaptations in a structured way, they cannot always be sure that support remains purposeful over time. As a result, some adaptations work well in the moment but are not consistently refined or sustained, meaning a small number of children do not always benefit from the strongest, most precisely matched support.

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Leadership and governance Expected standard

At the time of the inspection, the setting had no manager in post. The chair of the committee and the deputy manager typically led daily organisation while recruitment was underway, ensuring children's safety and wellbeing remained the priority. Leaders generally understand the setting's context and have a clear view of strengths and areas needing further development. They act in the best interests of children, including those with special educational needs and/or disabilities, disadvantaged children and those known or previously known to children's social care. The nominated individual oversees decision-making and checks that resources are used appropriately.

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Leadership and governance Expected standard

Staff wellbeing and workload are considered when changes are introduced, although the absence of a manager means leaders are carrying a heavier operational load. Professional learning supports safeguarding, inclusive practice and behaviour guidance. However, leaders do not yet have a structured way to review how decisions, routines and training influence practice over time. As a result, they cannot always be sure that routines consistently strengthen children's independence or support smooth transitions, meaning some practices are helpful in the moment but are not always refined or sustained.

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Leadership and governance Expected standard

Leaders work positively with parents and school staff to support continuity for children.

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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 experience the after-school club as a calm, welcoming and familiar place, where they feel safe, valued and genuinely happy. Staff greet children warmly, using their names, noticing their mood and responding immediately. This attuned approach helps children settle after the school day and feel comfortable in the environment.

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

Children move into play, conversation or relaxation with confidence because staff know their personalities, friendships and individual needs. Mixed-age friendships develop naturally. Older children support younger ones with kindness and patience. Staff model calm, respectful communication, enabling children to manage small disagreements and build positive peer relationships.

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

Daily routines help children understand what happens next and feel reassured. Children make choices during snack and follow simple rules, such as 'ask, tell' and 'shoes on'. These routines give children opportunities to practise emerging independence and responsibility. Children volunteer for small tasks, such as washing up or tidying, showing pride in contributing to the group.

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

Children with special educational needs and/or disabilities, emerging needs, disadvantaged backgrounds, or those known or previously known to children's social care receive sensitive, personalised support. Staff anticipate triggers and adapt expectations to help children regulate. Approaches such as personalised folders for unfinished artwork or calm language during moments of change help children feel understood and included. Staff respond promptly to changes in behaviour or mood.

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

The environment offers varied opportunities for creative projects, indoor and outdoor play and themed activities. These experiences support children to develop fine motor skills, imagination, teamwork and resilience.

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

Children feel a sense of belonging. They describe the club as 'fun, cosy' and 'like home', and many say they 'don't want to go home'. Their happiness and confidence are evident throughout the session.

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Next steps

Leaders should ensure transition routines consistently promote children's independence and ownership of daily changes. Leaders should consider introducing structured reviews of children's needs so adaptations are consistently refined and sustained.

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Address:

PARKSIDE PRIMARY SCHOOL WESTERN ROAD GOOLE NORTH HUMBERSIDE DN14 6RQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Parkside Kids Club Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00

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Address:

Local authority: East Riding of Yorkshire

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Facts and figures used on inspection

This data was available to the inspector at the time of the inspection. Leaders should consider strengthening monitoring, so they understand how decisions, routines and training affect children's independence and transitions over time.

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About this inspection

The inspector spoke with leaders, staff, parents 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. This data is from 14 July 2026

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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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