PSD Childcare

PSD Childcare

Unique reference number (URN): 2823492 Address: Glebe Primary School, Sussex Road, Ickenham, Uxbridge, UB10 8PH Type: Childcare on non-domestic premises Registered with Ofsted: 03/01/2025 Registers: EYR, CCR, VCR Registered person: PSD Childcare Limited

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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

Children benefit from routines that help them settle quickly into club life. Staff support children to engage positively in activities whenever they attend, helping them make the most of their time at the club. They provide a range of resources for the different ages of children. For instance, during painting activities, staff provide sponges with handles that are more comfortable for little hands.

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Behaviour, attitudes and establishing routines Expected standard

Positive relationships between staff and children contribute to a welcoming environment and support children's engagement. For example, they sit alongside children and interact with them to complete a construction project. This supports children's spatial awareness and problem-solving skills. Older children treat the younger children with kindness, including them in play. Children demonstrate they form strong bonds with familiar staff, seeking them out to talk to and play with. For example, children chat enthusiastically to staff about their school day as they play.

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Behaviour, attitudes and establishing routines Expected standard

Staff know children well and respond promptly when children need support with their behaviour. Staff give clear explanations of the reasons for rules and requests. This helps children to understand what is expected of them and why. As a result, children behave well at the club.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have procedures in place for monitoring children's attendance and recognise the importance of addressing any emerging gaps promptly. They communicate with parents and the school to understand any reasons for absence.

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Children's welfare and wellbeing Expected standard

Children appear relaxed in the company of staff and their peers. Children's welfare and wellbeing are supported well across the club. Staff supervise children closely and are well deployed across the club. Leaders have established routines that support children's welfare and wellbeing throughout the day. Staff promote children's physical wellbeing through hydration reminders and access to air-conditioned areas during hot weather.

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Children's welfare and wellbeing Expected standard

There are clear procedures in place to manage children's dietary, medical and allergy needs. Staff promote healthy lifestyles with children. Children benefit from healthy, good- quality food that they clearly enjoy. Children benefit from ample outdoor space and opportunities for fresh air and exercise.

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Children's welfare and wellbeing Expected standard

Staff support children to make choices in their play and in selecting what they would like for snack, helping to promote their decision-making skills. However, at times, staff complete tasks for children rather than consistently giving children time to do things for themselves to promote their independence. For example, although children have opportunities to take part in cooking activities, staff typically serve food and water to them. This limits their independence and reduces the opportunities for staff to sit and engage children in conversation. Staff provide some calming sensory activities such as play dough. However, the environment does not consistently provide spaces for children who need to rest or regulate their feelings.

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Inclusion Expected standard

Children benefit from an environment where wellbeing is valued and where staff work hard to ensure that all children feel included within the after-school club community.

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Inclusion Expected standard

Leaders consider ways to differentiate activities to ensure they are accessible to all children. For example, staff provide a variety of resources during creative activities to meet the needs of the range of children's ages and abilities. This means all children can participate in activities comfortably.

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Inclusion Expected standard

Parents talk positively of the personal support the club offers their children. They comment that they find the club very accommodating by, for example, offering calming activities for children with special educational needs and/or disabilities when needed.

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Inclusion Expected standard

Typically, staff who work directly with children can offer suitable support to help children join in and enjoy their time at the club. Leaders and staff know children well and demonstrate their awareness of children's needs and abilities.

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Inclusion Expected standard

Staff liaise with the host school to ensure consistency in expectations and behaviour- management strategies. However, partnerships with the host school do not consistently involve the school's special educational needs coordinator. This means that, although staff know children well, information sharing is not consistently embedded to fully support them at the club.

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Leadership and governance Expected standard

Leaders are reflective and have a clear understanding of the provision's strengths and areas for development. They use established systems that support the smooth running of the after-school club. Leaders promote an open culture where staff feel confident to share concerns with senior management. Staff are happy and state that they feel well supported by leaders. Leaders provide them with a full induction and staff access mandatory training online. However, leaders do not consistently offer staff opportunities to embed knowledge from training as part of improving ongoing practice. As a result, staff are not always clear about the most precise actions needed to further improve their practice across the club.

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Leadership and governance Expected standard

Leaders know their children and families well. Partnerships with parents are effective. Parents comment that they feel well informed about events within the club and the different activities their children can participate in. They say that their children love attending the club. They value the opportunities and care that staff provide for their children.

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Leadership and governance Expected standard

Leaders form good relationships with the host school. For instance, staff work alongside the host school to ensure children are kept safe and secure. School staff walk younger children to 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 clearly enjoy their time at the club. They arrive to a warm welcome and benefit from clear routines that help them feel confident. There is a warm and friendly feel to the club. Leaders create an inclusive environment where all children feel welcome. Children swiftly make decisions about where to play and settle down to enjoy their time at the club. Children feel heard and valued as they chat enthusiastically with attentive staff. For instance, children eagerly discuss their school day with staff. Children readily approach staff for support, conversation and encouragement. They clearly show they enjoy staff's attention and company.

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

Children's creativity is facilitated well by staff. Children confidently ask for resources to support their play, demonstrating they feel at ease and confident in the after-school club. Staff value children's artwork and communicate to children that their ideas are worthy of sharing with others. Children's achievements at school are celebrated with 'high fives'. This supports their self-esteem and promotes a positive attitude to learning.

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

Staff typically sit alongside children and act as positive role models. This helps children to feel comfortable and secure during their time at the club. Children make choices about how they spend their time. They develop independence through established routines, moving confidently between different areas of the club.

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

Children take advantage of the large outdoor space and enjoy plenty of opportunities for fresh air and exercise. They have a wealth of opportunities to play outside and develop their physical skills.

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

Children have access to quieter activities such as colouring sheets and word searches. Younger children play happily alongside their older peers. Leaders are aware some children may need some quiet time after a busy school day. However, there is less opportunity for children to find space to sit quietly and rest if they feel they wish to.

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Next steps

Leaders should strengthen partnership working with schools to better understand plans for children with special educational needs and/or disabilities, so they benefit from continuity in their care and support. Leaders should review the environment so that all children have space for relaxation and to self-regulate. Leaders should review the organisation of snack times to better promote children's independence and opportunities for conversations with staff.

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About this inspection

The inspector spoke with leaders, practitioners 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.

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Address:

Glebe Primary School Sussex Road, Ickenham Uxbridge UB10 8PH

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: PSD Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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