Communitykids Club @Hedworthfield Lane

Communitykids Club @Hedworthfield Lane

Unique reference number (URN): 2837388 Address: Hedworthfield Community Centre, Cornhill, Jarrow, Tyne And Wear, NE32 4QD Type: Childcare on non-domestic premises Registered with Ofsted: 19/03/2025 Registers: EYR, CCR, VCR Registered person: Community Kids Club CIC

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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 have high expectations regarding children's behaviour. Staff take time to remind children of the rules. They explain why these are in place. For instance, they remind children that throwing things may hurt their friends. Children understand and follow the expectations. This is evident as children sit on their seats at lunchtime once reminded. They quickly tidy up when staff ask them. After they have tidied up, children line up without being prompted in preparation for lunch.

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Behaviour, attitudes and establishing routines Expected standard

Staff play alongside children and generally intervene sensitively to help them to remain engaged in their play. This is evident as staff talk to children as they play with blocks. They help them to remember which blocks provide a solid base for the structure. They use questioning well to extend children's thinking and help them to choose and use resources for a purpose. Children maintain high levels of involvement. For instance, they remain focused on building with the blocks as staff get the parachute out.

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Behaviour, attitudes and establishing routines Expected standard

Children have positive relationships with staff and their peers overall. During the inspection, children delight in playing alongside staff with the foam blocks. They laugh together as the blocks topple. Children talk to each other about the blocks that they could use to achieve the maximum stability.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor attendance and act swiftly when they notice patterns in absence to provide support to families and children.

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Children's welfare and wellbeing Expected standard

Leaders typically place a high priority on children's welfare and wellbeing. They go out of their way to provide support for children. This is a view supported by parents. Staff are particularly attentive supporting children who experience barriers to their care so that they are supported effectively. For instance, staff check packed lunches to ensure they are healthy, balanced and do not contain any food products containing allergens.

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Children's welfare and wellbeing Expected standard

Staff provide clear messages about health and hygiene. For example, children are independent in managing their self-care needs. Even young children, or those new to the club, know where to wash their hands and manage this independently. Staff provide a range of opportunities for children to communicate. They take time to listen to children and take a genuine interest in what children are saying. During the inspection, staff extend what children are saying to spark conversations about everyday topics, such as food they like.

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Children's welfare and wellbeing Expected standard

Staff typically support children's wellbeing. There are a small number of occasions, when staff practices do not support children's self-esteem. For example, when staff notice children holding scissors in unusual ways, they talk to staff about this and seek advice within children's hearing. This does not consistently support children to develop confidence in their ability. Staff reinforce effective hygiene practices. For example, they remind children to wash their hands before eating.

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Inclusion Expected standard

Leaders support children with special educational needs and or disabilities (SEND) and those who experience barriers to their care effectively. They typically communicate with parents and schools to understand children's individual needs and to identify where they can make adaptations. For example, they provide a range of resources to help children to regulate their emotions. However, weaknesses in some of the ways that parents register their children for the holiday club impact on the quality of the information that staff receive. Staff typically communicate with school staff, when they collect children for the after-school club, to find out how children have been. This helps them to adapt the afternoon activities and routines to provide time for children to relax and regulate.

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Inclusion Expected standard

Leaders provide support and guidance for children and families. This includes ensuring that parents get the help and support that they need. They work with a range of professionals who may be involved with children. For example, they work with professionals from health and social care to support children with SEND or those who are known or previously known to children's social care.

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Inclusion Expected standard

Leaders go out of their way to support children and families, who are disadvantaged. For example, they provide healthy meals when necessary.

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Leadership and governance Expected standard

Leaders have an effective understanding of their strengths and areas for development. For example, leaders are currently exploring additional training providers to ensure that staff's knowledge and skills continue to improve. They are proactive in helping staff to access higher qualifications and are currently supporting staff who are completing level 3 and level 5 qualifications. Leaders provide additional paid hours for staff to complete any college work. This helps staff to manage their workload. Staff report that they are very happy and feel like they are part of a family and they can talk to leaders about anything.

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Leadership and governance Expected standard

Staff generally have effective relationships with parents. They share policies and procedures with parents and gather important information from them. However, some strategies do not always support the information-sharing process. For example, they use an online tool to help parents to register their children for the holiday club. However, this does not always support leaders to help new children to settle. For example, sometimes staff have fewer opportunities to gather detailed information from parents or other settings children attend about their likes and dislikes before they start.

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Leadership and governance Expected standard

Leaders have detailed policies, which they share with parents. However, they do not consistently review the relevance of these policies for the holiday club provision. For example, they do not remind parents of their policies on jewellery and suntan lotion. As a result, on occasions, staff have to reduce the time children can spend outside to keep them safe in the sun. This occasionally impacts on children's enjoyment and engagement.

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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 their time at the club and attend regularly. They develop effective relationships with staff and other children. For example, children quickly settle to activities and talk to staff about what they are doing. Younger children seek out staff for reassurance and support if they are unsure. For example, during a craft activity, they check with staff what they need to do and seek reassurance that they are doing it correctly.

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Inspector:

Elizabeth Fish Children enjoy their time at the club. They are involved in the planning of the club activities to help them to be motivated and engaged. Children thoroughly look forward to visits by different characters from children's films. They check with staff that visitors are still coming and greet them with delight when they arrive. Children are engrossed as they create craft activities linked to the film. As they use tools, such as scissors, children learn how to use them safely. Children know that their ideas are valued. An example of this is when children ask to do parachute games and staff alter activities to accommodate this. This supports them to develop positive attitudes.

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Inspector:

Children behave well and treat each other with respect. For instance, children listen carefully as they use the parachute. They understand that they need to work together to achieve the desired effect.

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Inspector:

Children with special educational needs and/or disabilities (SEND) and those who experience barriers to their wellbeing are given effective support to settle and benefit from the routines. Children with SEND experience a wealth of activities to help them to regulate their feelings and emotions. They develop an increasing understanding of how they are feeling and how they can help themselves feel better. During the inspection, children access a blanket and a soft toy and sit quietly until they feel able to join in. This supports them to flourish in the club.

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Next steps

Leaders should explore more effective ways of gathering detailed information in a timely way, when parents register children for the holiday club. Leaders should review all policies so that they provide parents with relevant information about the holiday club as well as the out-of-school club. Leaders should help staff to consistently support children's confidence and self-esteem.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, 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.

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Address:

Hedworthfield Community Centre Cornhill Jarrow Tyne And Wear NE32 4QD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Community Kids Club CIC

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Address:

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