Kings Heath Playcare

Kings Heath Playcare

Unique reference number (URN): 509432 Address: Kings Heath Primary School, Valentine Road, Birmingham, West Midlands, B14 7AJ Type: Childcare on non-domestic premises Registered with Ofsted: 18/12/1995 Registers: EYR, CCR, VCR Registered person: Kings Heath Playcare

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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 generally establish clear expectations for children's behaviour and routines. Staff role model respectful interactions and help children understand the club rules. As a result, children behave well, follow instructions sensibly and show consideration for one another.

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Behaviour, attitudes and establishing routines Expected standard

Leaders provide a broad range of play experiences that encourage children to cooperate with others and develop positive attitudes towards playing together. Staff reinforce the club rules and use everyday activities, such as team games, board games and group activities, to help children learn to share, take turns, respect one another and manage winning and losing positively. Leaders do not fully maximise opportunities for children to develop a greater sense of responsibility. For example, staff often tidy resources away for children rather than encouraging them to do this for themselves. Leaders work closely with parents and carers to understand changes to children's daily routines, including attendance at school trips and other events. This helps them plan effectively for children's arrival, maintain an accurate understanding of children's whereabouts and support children's regular attendance at the club.

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Behaviour, attitudes and establishing routines Expected standard

Leaders do not organise daily routines as well as possible to fully maximise children's engagement in play. As a result, some children spend unnecessary periods waiting or have access to fewer play opportunities while routines are completed. This reduces children's motivation and engagement during some parts of the day.

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Children's welfare and wellbeing Expected standard

Leaders typically prioritise children's welfare and wellbeing and have established effective systems to support this. Staff receive training to meet children's individual health and care needs and confidently implement agreed care plans. Leaders routinely review accidents and incidents, adapting risk assessments where appropriate to help reduce the likelihood of similar incidents happening. They ensure that food menus are planned to offer nutritious, balanced choices that help children develop healthy habits. Staff follow effective hygiene practices and ensure fresh drinking water is always available.

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Children's welfare and wellbeing Expected standard

Leaders ensure that staff have the knowledge, training and guidance needed to meet children's individual health and care needs. They establish effective care plans and work closely with families so that staff understand and respond to children's changing needs. As a result, staff confidently adapt care and support, enabling children with medical needs to participate safely alongside their peers in all aspects of the club.

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Children's welfare and wellbeing Expected standard

Leaders promote children's emotional wellbeing by creating a caring environment where children feel safe, secure and valued. Staff build warm relationships with children and respond appropriately to changes in their individual circumstances, helping children to feel supported and reassured. However, leaders have not identified how some aspects of daily routines slightly reduce the enjoyment of a few children during the session.

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Inclusion Expected standard

Leaders generally identify children's individual needs effectively and work closely with families to reduce barriers to their learning and wellbeing from the outset. They gather detailed information before children start, review children's needs regularly and adapt care and support accordingly. However, leaders do not yet work as closely with other settings that some children attend, such as schools, to gather the fullest picture of children's individual needs and experiences. This means support cannot always be tailored as precisely as possible for every child who attends the holiday club. Leaders understand how additional funding available through the local authority can help meet the needs of children and families within the local community.

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Inclusion Expected standard

Leaders generally create an inclusive environment where children participate alongside their peers. They make sure staff receive specialist training to meet children's individual needs and implement agreed support and care plans consistently. This helps to reduce barriers so that children can take part fully in the club's experiences. Leaders also recognise and value children's individual backgrounds. For example, staff use familiar words from children's home languages to help children who speak English as an additional language feel confident, included and able to communicate with others.

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Leadership and governance Expected standard

Leaders generally have an accurate understanding of the quality of the provision and identify appropriate priorities for further development. They evaluate practice and use feedback from children, parents and carers, and staff to inform improvements. For example, leaders consult children about the resources and activities they would like and use their views when purchasing new equipment. However, leaders have not yet fully established partnerships with the wider range of settings that children attend. This means they do not always have the fullest picture of every child's experiences and individual needs to inform their strategic planning and further strengthen the support they provide.

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Leadership and governance Expected standard

Leaders provide staff with appropriate professional development. They actively support staff to gain further qualifications and extend their knowledge and skills so they can support children's play and experiences more effectively. Leaders promote staff wellbeing. For example, they consider workload and ensure there are sufficient staff to share responsibilities. They provide regular supervision and team meetings, helping staff feel well supported in their roles.

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Leadership and governance Expected standard

Leaders work positively with parents who value the welcoming environment, caring relationships and regular communication they receive. Leaders make effective use of the local community to enrich children's experiences through visits, themed activities and opportunities to explore the local environment.

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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 enjoy spending time with their friends and choose from a variety of experiences that reflect their interests. Over time, children take part in a broad programme of activities, including creative projects, cooking, gardening, nature experiences, local visits and themed weeks. These experiences are planned to support children's interests and to encourage them to explore the world around them. For example, children excitedly share the bug habitats they have created following bug-hunting activities and confidently talk about butterflies, ladybirds, bumblebees and other minibeasts they have discovered. They eagerly

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Inspector:

look forward to experiences, such as visits to the nature centre and pet shop, music workshops and camping-themed activities.

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Inspector:

Children generally feel welcomed, valued and included. They develop secure relationships with staff, who know them well and provide thoughtful support for their individual needs. Children with health needs receive attentive care that enables them to participate confidently in all aspects of the provision. Children who are new to the club benefit from carefully planned arrangements, such as buddy systems, which help them settle quickly and build friendships.

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Inspector:

Children behave well and cooperate positively with one another. They understand the club rules and follow routines sensibly. Older and younger children play alongside one another respectfully. For example, older children naturally hold younger children's hands as they walk outside together and include one another in games, creating a harmonious atmosphere. Outdoors, children confidently initiate their own games of tag and hide-and- seek, while others enthusiastically join in team ball games. They negotiate rules, include their friends and enjoy being active together.

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Inspector:

Children benefit from the close partnership between staff and their families. This helps them attend regularly, settle quickly and enjoy their time at the club, where they feel valued and included.

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Next steps

Leaders should strengthen partnership working with the wider range of settings children attend to gain a fuller understanding of children's individual needs and experiences and further tailor the support they provide. Leaders should review the organisation of daily routines to fully maximise children's engagement in purposeful play and reduce unnecessary waiting times. Leaders should increase opportunities for children to develop a greater sense of responsibility and ownership of the club.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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. Anne Dyoss

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Address:

Kings Heath Primary School Valentine Road Birmingham West Midlands B14 7AJ

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 17:30,Monday,Tuesday,Wednesday,Thursday : 07:30 - 08:55,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 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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