Adv4nce Childcare: Monks

Adv4nce Childcare: Monks

Unique reference number (URN): 2821252 Address: Monks Coppenhall Academy, Remer Street, Crewe, CW1 4LY Type: Childcare on non-domestic premises Registered with Ofsted: 19/12/2024 Registers: EYR, CCR, VCR Registered person: Adv4nce Childcare Ltd

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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 behave well and show positive attitudes towards being at the club. They understand the expectations and respond quickly and happily to staff requests. Routines are familiar and are adapted as needed to meet the needs of individual children. This supports all children to move smoothly between activities. They increasingly manage routines with confidence and show awareness of what is expected at different points in the session. Children have opportunity to make choices during the session, however children's views are not consistently gathered or used to shape the provision. This could support children's decision making and independence.

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Behaviour, attitudes and establishing routines Expected standard

Children play cooperatively. They demonstrate patience when taking turns. Older children offer support to their younger friends, helping them to access materials and modelling how to complete tasks. When minor disagreements occur, staff help children to explain how they feel. This supports calm resolutions and strengthens children's developing self-awareness.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between children and staff are positive, and children say they enjoy playing games, sports and talking to staff.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance through discussion with parents and children. Children are eager to attend, they say they look forward to their sessions at the club. This helps children maintain consistent routines and feel settled when they arrive.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are supported through caring relationships and consistent routines. Staff know children well and notice quickly when they need reassurance, space or a quieter activity. This sensitive approach helps children feel safe, understood and able to settle comfortably. Staff know each child's individual needs. They are always close by to offer gentle guidance. This helps children to manage small tasks for themselves. Children demonstrate a growing independence and confidence.

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Children's welfare and wellbeing Expected standard

Children's health needs are well considered. Staff are aware of individual medical needs and dietary requirements and ensure these are accommodated carefully. Close supervision at meal times allows all children to eat safely alongside their peers. Leaders typically promote healthy lifestyles. Children access physical activities and are encouraged to make healthy food choices during snack times. Leaders do not consistently ensure that healthy eating covers all aspects of the provision. On occasion some children are not able to make consistently healthy food choices.

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Children's welfare and wellbeing Expected standard

Leaders have a clear focus on providing children with regular opportunities to be active. Children run, climb and play games. They say they enjoy playing football and they are eager to take part in energetic group activities, which helps them develop coordination, strength and physical confidence.

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Inclusion Expected standard

Leaders typically have a good understanding of children's individual needs and respond to these effectively. They have developed a professional and meaningful relationship with teaching staff at the adjoining school. This ensures staff have secure knowledge and information of every child, particularly disadvantaged children or those with special educational needs and/or disabilities (SEND). This helps staff to acknowledge and celebrate the diverse cultures and backgrounds of all children.

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Inclusion Expected standard

Children with (SEND) are supported. Leaders work in partnership with parents to help provide consistent care and to support children's individual needs. Familiar staff are in place to provide consistency and continuity, which supports children to settle in and feel confident to explore. Children with SEND thrive alongside their peers.

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Leadership and governance Expected standard

Leaders are ambitious for children, and they want them to achieve and make progress. There is a strong focus on supporting children's physical skills through a range of coaching and sport activities. Leaders plan these activities to also support children in developing their skills in teamwork, listening and attention.

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Leadership and governance Expected standard

Leader's plans support smooth daily operation and help create a calm, welcoming and inclusive environment for all children. Staff say leaders listen to them and provide support. This helps them to feel valued and this comes through clearly in how they work. Staff are motivated. They demonstrate a genuine interest as they talk to children and play alongside them.

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Leadership and governance Expected standard

Leaders ensure the necessary training and knowledge is in place to ensure children are kept safe and well looked after. For example, staff have completed paediatric first aid training They can explain how they would act in the case of an injury or emergency situation. In addition, Staff engage in regular online learning and further training. They benefit from well- planned activities and guidance in supporting children's engagement and learning. As a result, adults demonstrate confidence when guiding play, interactions and behaviour.

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Leadership and governance Expected standard

Leaders maintain strong partnerships with the on-site school. Parent partnerships are established. Leaders gather essential information to help them meet children's needs and 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 say they feel settled and happy at the club. They engage in a wide variety of activities, both indoors and outdoors. Activities are generally adult led and interesting to children. For example, children are eager to watch as staff demonstrate mixing solutions to cause a reaction. They ponder why some mixtures cause bubbles when others have no reaction. Children's interest is ignited and they eagerly collect resources to mix their own solutions. Children with gaps in learning are fully included alongside their peers. They have

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About this setting

Unique reference number (URN): 2821252 their individual needs met by caring and knowledgeable staff who remain close by to offer encouragement and support. Children persevere and show a positive can-do attitude.

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About this setting

Children show a clear sense of belonging. They settle quickly, choosing where to play from the resources set out. Children learn and play well alongside each other. Relationships between children and staff are warm and respectful. Children are comfortable, confident and at ease with the adults around them. They copy the kind behaviour that is consistently modelled by staff. Older children help their younger friends to remove the tops off food colouring. Children ensure their friends have a share of the resources. Behaviour is typically positive.

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About this setting

Children are confident, independent and engaged throughout the day They take turns, play collaboratively and celebrate each other's successes. Team games are used to encourage children of all ages to mix and include one another. Activities are carefully planned so that children can access them whatever their current ability. They enjoy taking part in exciting physical activities and team games. Leaders support children to understand the expectations and routines. This results in them feeling safe and settled. This sense of security and consistency allows every child to thoroughly enjoy their time at the setting.

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Next steps

Consider strategies to strengthen children's decision making in their day, so they are supported in making decisions, building their confidence and independence. Focus on the implementation of policies to support healthy eating, so all children consistently benefit from healthy foods and snacks.

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About this inspection

The inspector spoke with leaders, staff 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.

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Address:

Monks Coppenhall Academy Remer Street Crewe CW1 4LY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Adv4nce Childcare Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:46 - 08:45

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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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