The Club @ Akiva

The Club @ Akiva

Unique reference number (URN): 2781651 Address: The Sternberg Centre For Judaism, 80 East End Road, London, N3 2SY Type: Childcare on non-domestic premises Registered with Ofsted: 15/02/2024 Registers: EYR, CCR, VCR Registered person: The Club @ Wraparound Care 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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Children's welfare and wellbeing Strong standard

Children's wellbeing is prioritised throughout the setting. Staff know the children well and create a warm, caring environment where children feel safe, secure and valued. Children are confident to approach staff for help or reassurance, or simply to share news about their day. Staff are vigilant in promoting children's health and safety. During hot weather, they ensure children regularly apply sun cream, wear sun hats and drink plenty of water. Well- established routines support children's understanding of good hygiene, including washing their hands before eating. Staff supervise children carefully during snack time to help ensure their safety.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are promoted well by staff. Children are given daily outdoor play. Staff encourage children to take part in active games and provide them with fresh fruit at every session. Children are motivated to independently access resources, make choices about their play and confidently move between activities. Staff teach children to take responsibility for their environment by routinely tidying away resources and working together at the end of activities. Children express how much they enjoy attending the setting, explaining that they do not want to leave before the end of the session because they are having so much fun. Staff and children laugh together, share conversations and build warm, respectful relationships. The wellbeing of children, including those with special educational needs and/or disabilities, is well supported by leaders and staff. Children's wellbeing is consistently promoted through thoughtful and responsive care.

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Leadership and governance Strong standard

Passionate and committed leaders are highly supportive of their staff team. They create a positive culture where staff feel valued and very well supported. Regular check-ins with staff help leaders to identify training and professional development needs. They take swift action to address these, ensuring that staff continue to develop their knowledge and skills. They are committed to providing high-quality experiences for children and continually reflect on practice to identify areas for further improvement, and this includes making reasonable adaptations for children with special educational needs and/or disabilities. Leaders understand the context and needs of the children who attend and commit to offering an ambitious and positive experience for them. They have an appropriate vision for the setting and ensure that day-to-day practice reflects this. They actively promote children's safety and wellbeing, and this remains central. Leaders monitor absences and maintain regular

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Leadership and governance Strong standard

communication with families to encourage good attendance.

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Leadership and governance Strong standard

Partnerships with parents are highly effective. Leaders and staff maintain excellent communication, ensuring that parents are very well informed about their children's experiences. Parents speak positively about the warm, trusting relationships staff have built with their children. They value the care provided and appreciate knowing that their children are safe, happy and well cared for. Leaders also work closely with the school. They share relevant information when needed to help promote children's wellbeing and provide

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Expected standard

continuity in their care. This collaborative approach helps ensure that children's individual needs are understood and consistently supported across both settings.

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Behaviour, attitudes and establishing routines Expected standard

Children generally behave well in the setting. They understand the clear and reasonable expectations that are set. Staff remind children of the rules and routines throughout the session. These help children to understand how to keep themselves and others safe, while creating a calm and enjoyable environment. Children are polite and respectful towards staff and one another. Staff encourage children to use good manners and show consideration for others. Positive behaviour is recognised and praised. Staff share children's achievements with parents to help promote a collaborative approach.

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Behaviour, attitudes and establishing routines Expected standard

Children develop new friendships. They play cooperatively, take turns and include others in their games. When minor disagreements arise, staff provide appropriate support to help children resolve them and continue playing together. Children make independent choices about how they spend their time. They confidently access the range of activities available, including arts and crafts, construction, chess and reading. When prompted by staff, children take responsibility for the environment by independently tidying away resources when they have finished using them. The familiar daily routine helps children know what to expect and supports them to settle quickly. The children who attend the setting move confidently between activities and follow the established routines. However, some children with additional needs, special educational needs and/or disabilities cannot meet these expectations. Leaders and staff are further developing their approaches to behaviour

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Behaviour, attitudes and establishing routines Expected standard

support in order to enhance their capacity to respond effectively to all children's behavioural needs.

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Inclusion Expected standard

Leaders and staff typically provide an inclusive environment where all children are welcomed and valued. Leaders and staff have high expectations for every child. Staff treat children with respect and take time to understand their individual needs. They adapt their approach where they can so that all children can participate meaningfully. Generally, leaders offer to work with parents and external professionals to help meet children's individual needs. They maintain regular communication with families to promote a consistent approach and share relevant information. This helps staff to provide appropriate support for children attending the setting. Leaders demonstrate an understanding of inclusion and typically provide support that helps reduce barriers. Staff are observant and know the children well. They recognise when children may need additional support and share concerns with parents and other professionals where appropriate. Leaders understand the importance of early

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Inclusion Expected standard

identification and work with others to help children access the support they need. Leaders recognise that inclusive practice is an ongoing process. However, this is not yet fully embedded, and the setting cannot always meet the needs of all children. Leaders are progressively reflecting on how the environment, routines and support strategies can evolve further to meet the diverse needs of children attending the setting.

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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 are happy and excited to arrive at the setting. They are warmly welcomed by kind and responsive staff, who take time to ask about their day. Staff listen with genuine interest and respond with warmth and care. Families are welcomed into the setting, helping children

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Inspector:

Rivka Bick to feel settled and valued from the moment they arrive. Children quickly settle into the familiar routines. They enjoy eating their snack together before independently choosing from the range of activities on offer. Children confidently move between activities, following their own interests. They take responsibility for the environment by tidying away resources when they have finished. Children feel safe and secure in the setting and confidently explore and play, knowing staff are close by to offer support and encouragement whenever needed.

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Inspector:

Children form warm and trusting relationships with staff. Children seek staff out for reassurance, conversation and support. Parents comment on how important these positive relationships are for both them and their children. They value the care, consistency and genuine interest that staff show in their children's wellbeing. Children demonstrate positive social skills. They play cooperatively, share resources and include others in their games. The welcoming environment helps children develop a strong sense of belonging. They build friendships with children of different ages and from different classes, extending their social experiences beyond their usual friendship groups. Children behave well. They understand the club's expectations because staff consistently reinforce clear rules and routines. As a result, children show respect for one another. They resolve minor disagreements appropriately and contribute to the calm and friendly atmosphere. Children benefit from daily

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Inspector:

opportunities to play outdoors. Enthusiastic staff introduce new games and develop children's skills while encouraging them to be active. Children join in with enjoyment and develop confidence as they try new experiences. They are eager to share their achievements with staff and their friends.

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Next steps

Leaders should reflect on and further develop the provision to ensure that the environment, routines and behaviour support strategies are fully inclusive and effectively meet the diverse needs of all children, including those with special educational needs and/or disabilities.

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About this inspection

The inspector spoke with leaders, staff 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:

The Sternberg Centre For Judaism 80 East End Road London N3 2SY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Club @ Wraparound Care Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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