Mac's Club

Mac's Club

Unique reference number (URN): 2799970 Address: Heath Fields Primary School, Field Avenue, Hatton, Derby, DE65 5EQ Type: Childcare on non-domestic premises Registered with Ofsted: 11/07/2024 Registers: EYR, CCR, VCR Registered person: McDonald, Venice Ann Marie

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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 listen well to clear and simple instructions given by staff. Children know to put their hands up when given a signal to listen to a staff member talk about the next transition going outdoors. Staff have also established routines to support children transitioning from school to the club. For example, when children arrive they know to hang their coats and bags up in a designated area. They put water bottles where they belong to then access the provision. Children are enthusiastic to join in and engage with staff in activities and have many back- and-forth conversations. Staff regularly follow children's lead where children sustain attention well.

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Behaviour, attitudes and establishing routines Expected standard

Typically, children develop some independent skills, modelled by staff, such as peeling stickers to complete a creative picture. Children confidently access resources and toys available where they independently create, colour and build. Children build positive relationships with staff, where they ask for help. Staff are responsive to their requests. Leaders and staff follow up unexplained absences, working closely with the school, and monitor any patterns which may be a cause for concern.

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Inclusion Expected standard

Generally, leaders and staff work closely with parents and the school to gather information to identify and assess whether children need extra support or adaptations. For example, they implement changes to their menu to support those children with intolerances. They have also previously adapted children's timetables to support children's wellbeing. Typically, staff offer settling-in sessions and prioritise getting to know the children to put in place toys and resources of interest. For example, when children show an interest in bracelets, they put in place beads and resources to create their own. Children settle well and confidently access the readily available activities.

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Inclusion Expected standard

Although there were no children attending with special educational needs and/or disabilities, staff are knowledgeable in how to support them if they were to attend in the future. They have put in place support for children who have attended previously known to social care to access learning in all weathers by providing appropriate clothing. Staff have ongoing discussions with parents and school, where they have put in place consistent strategies to keep children safe.

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Inclusion Expected standard

Leaders use funding to support families to access their club during their time off school, particularly supporting disadvantaged children. They provide a range of activities to support children to engage. This offers a positive experience for children and their families during the holidays.

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Children's welfare and wellbeing Needs attention

Leaders and staff do not always implement effective safer eating policies and procedures. For example, although children know to sit during tea, they stand while eating a snack. This could be a potential choking hazard. Leaders need to implement the same appropriate safety measures during snack time as they do when children are eating their teatime meal.

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Children's welfare and wellbeing Needs attention

Typically, children know to wash their hands before tea, supported by staff. This promotes good hygiene and develops their independence in managing their personal needs. Staff plan and serve children with a balanced and nutritious diet. This helps children to understand healthy eating. They enjoy having social interactions during mealtimes, sharing about their day. Children choose their preference of fruit, carefully prepared by staff. Staff also provide plenty of opportunities for children to have regular access to the outdoors. Children enjoy balancing, kicking footballs and climbing. Overall, this supports children to make healthy choices about exercise. Staff also support children's understanding of personal safety, such as explaining the risks when making an obstacle course. Children work well as a team, creating together.

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Leadership and governance Needs attention

Although leaders and staff attend mandatory training to ensure they are up to date with changes, they do not use this knowledge to ensure consistency with regard to the safety of children, specifically while eating. Leaders and staff do not always risk assess effectively to make sure children are safe while eating at all times. For example, while the teatime routine is effectively risk assessed, this is not always implemented during occasions when children are eating their snack.

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Leadership and governance Needs attention

Leaders are aware of their strengths and areas of improvement. They have improved their communications with schools to ensure they share updates about children's day with parents and put in place support for children in the club, when necessary.

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Leadership and governance Needs attention

Staff regularly meet with leaders, reflecting on any concerns, and share interests in further training to enhance their professional development. For example, staff have taken part in training to build their knowledge on how to support those children with special educational needs and/or disabilities. Staff feel well supported and feel comfortable to seek leaders for advice. Leaders monitor staff's interactions through regular observations to put in place further support or training, if needed. Staff enjoy leading their own activities, sharing their interests with children. Staff are passionate about their roles and responsibilities, working well as a team.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Leaders and staff do not always establish effective routines to meet safer eating requirements. While teatime routines are effective and appropriately risk assessed, at other times, specifically during snack, children's safety is not as thoroughly considered.

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What it's like to be a child at this setting

Children feel happy and secure, where they enjoy talking to staff about their school day. They confidently access the provision, greeting their peers as they arrive. Children are excited to find out what is on offer. They are provided with plenty of activities prepared by staff, such as painting, colouring and building indoors. They also practise skipping and using

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About this setting

hula hoops outdoors, developing their balance and core strength. Children develop their social skills well, modelled by staff. They enjoy playing games together, where staff model taking turns. They also play football, passing a ball to each other. Children play well together, coming up with their own games. They listen to their peers' ideas, adding to their play.

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About this setting

Children are encouraged by staff to make their own choices. For example, they choose from a variety of materials and tools to create. They share resources well, taking turns to use the creative tools to make their own creations. Throughout, staff show an interest in children's work, asking questions and regularly praising their efforts. This helps develop children's confidence and self-esteem. Children also develop their creative and imaginative skills. They enjoy having their artwork on display or to take home to share with their families. Staff regularly plan activities linked to children's interests and gain new resources to support children to sustain attention. For example, children eagerly engage in colouring images about the current World Cup football. They excitedly share their knowledge on the topic with staff.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following action by the assigned date:

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Action Completion Date

ensure leaders and staff implement effective safer eating policies and procedures at all times 18/06/2026

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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. Unique reference number (URN): 2799970

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Address:

Heath Fields Primary School, Field Avenue Hatton Derby DE65 5EQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: McDonald, Venice Ann Marie

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday : 15:20 - 18:00,Friday : 15:20 - 17:30

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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

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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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