Link Chinese Limited Alderbrook

Link Chinese Limited Alderbrook

Unique reference number (URN): 2811946 Address: Balham Community Centre, Alderbrook Primary School, Oldridge Road, London, SW12 8PP Type: Childcare on non-domestic premises Registered with Ofsted: 13/11/2024 Registers: EYR, CCR, VCR Registered person: Link Chinese 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 experience a welcoming environment. On arrival, they place their belongings away neatly and quickly settle into activities. Children behave well. They are encouraged to be respectful and have good manners. They are thoughtful about their environment and put back pencils and equipment that they have used. Staff are positive role models, which helps to support children's positive behaviour. They have implemented rules and routines that support children to know what is expected of them. For instance, children are given a 4- minute timer to make them aware that the activity is winding down to be ended. Children consistently follow instructions from staff in a calm, efficient manner. Routines are well embedded and well understood.

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Behaviour, attitudes and establishing routines Expected standard

The setting promotes children's punctuality and attendance. Leaders have procedures in place for monitoring children's attendance and recognise the importance of addressing any emerging concerns promptly. Expectations for behaviour are high, with staff swiftly supporting children in managing any challenges that arise. As a result, children demonstrate concern and empathy towards each other. Children approach staff to share their concern that others are not listening and following the rules for using outdoor resources.

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Children's welfare and wellbeing Expected standard

Relationships between children and staff are warm and trusting. Children are confident and at ease to ask questions and share their feelings and emotions. There is an appropriate key- person system in place to help the younger children transition into the setting. For instance, children who may become overwhelmed are provided with lots of calming reassurance. There is a setting teddy bear who is also available to support children's emotional wellbeing if they are sad. Indoor activities are organised well, and children are continually busy and involved. However, leaders do not fully consider the effectiveness of arrangements for outdoor activities. Children have limited opportunities to make choices during outdoor play. This means that children have little to do apart from accessing large, fixed climbing equipment.

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Children's welfare and wellbeing Expected standard

Children are provided with healthy packed lunches by their parents. Lunch and snack time are appropriately supervised by staff. Children are supported to develop a positive attitude towards a healthy lifestyle. For example, staff escort children to the toilet area to enable them to manage their own personal-hygiene practices. They wash their hands prior to snacks and meals throughout the day. Staff provide the children with space to be independent but are available for support when needed. This helps to promote children's safety, health and independence.

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Inclusion Expected standard

The setting is located in a culturally diverse community. Many of the children in attendance speak different languages at home. Staff provide fun activities and opportunities for children to enhance their developing language skills by learning to speak, write and understand Chinese. Children identified as disadvantaged, and those with special educational needs and/or disabilities, are welcomed into the setting. Leaders have yet to develop relationships with outside professionals and local schools where children attend. However, they gather detailed information from parents to complete individual support forms for children. This helps leaders gain a secure understanding of children's individual needs and allows them to plan appropriate experiences.

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Inclusion Expected standard

Children have access to an inclusive environment. Staff know children well, and make sure that children of all ages and varying capabilities can take part in all activities and opportunities on offer. For example, resources are adapted to cater to children's individual abilities. This helps children to feel included and develop confidence in their abilities. Children's achievements are regularly praised and celebrated by staff. This helps to promote children's confidence and self-esteem.

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Leadership and governance Expected standard

Leaders have a positive attitude to developing positive relationships with parents. They regularly seek their views via questionnaires to help them to make improvements to the setting and procedures. Staff ensure that all parents have access to information about their children's day, including those who have barriers to communication. This includes daily discussions at drop-off and collection, and pictures are sent, detailing activities the children have taken part in. Parents are invited to end-of-week shows, where children showcase songs and dances that they have learned. Parents comment that their children seem to enjoy coming to the setting.

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Leadership and governance Expected standard

Leaders regularly evaluate the effectiveness of the setting, identifying its strengths and areas for development. Leaders implement rigorous recruitment and vetting procedures to help ensure that staff are suitable to work with children. They support staff through induction, providing them with mandatory training to support them in their job roles. Staff receive regular supervision and coaching. However, the leader has yet to implement training opportunities to support staff to organise and lead activities to maximise children's engagement during outdoor opportunities. Staff feel supported by colleagues and leaders; they comment positively about working in 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 arrive to the setting happy and separate from parents and carers with ease. They have access to a welcoming, safe space for them to socialise and learn to use the Chinese language. Children settle quickly into familiar routines and activities. The indoor environment is welcoming, offering various age-appropriate activities that children eagerly engage in. They interact well amongst each other as they learn new songs and engage in activities that make them dance and have fun. For example, children learn number songs in Chinese and use their growing knowledge to complete colour-by-number colouring sheets. Children

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About this setting

Unique reference number (URN): 2811946 delight in receiving stickers for their increased knowledge of counting and their creative work. This encourages and aids children's confidence and self-esteem. Children benefit from taking part in a positive balance of language activities, play and healthy routines.

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About this setting

Children behave well and understand expectations. They benefit from systems and care that help them thrive in an inclusive environment. For instance, staff support children to follow the setting's rules, take turns and cooperate with others. Children receive stickers, and at the end of the week, the child with the most stickers gains a reward to acknowledge their positive input. This helps contribute to the calm and friendly atmosphere that is created.

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About this setting

Children have regular opportunities to gain fresh air and exercise as they take part in outdoor play in the school playground. They confidently use the large, fixed climbing structure as they develop their balance and skills when they walk across wooden beams. Staff encourage them to manage risks and be safe, by reminding children to use both of their hands to support their balance. This helps children to keep themselves safe.

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Next steps

Leaders should place a sharper focus on planning purposeful outdoor activities to better support children's engagement and enjoyment. Leaders should provide targeted training and support for staff to strengthen their understanding of their roles in organising and leading games in the outdoor and indoor area.

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About this inspection

The inspector spoke with children, leaders, staff and parents and carers 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:

Balham Community Centre, Alderbrook Primary School Oldridge Road London SW12 8PP

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday,Saturday : 09:30 - 15:30

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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