Play 'n Grow Childcare Ltd - Bishop Chavasse

Play 'n Grow Childcare Ltd - Bishop Chavasse

Unique reference number (URN): 2813793 Address: Bishop Chavasse Primary School, 2a Baker Lane, Tonbridge, TN11 0FB Type: Childcare on non-domestic premises Registered with Ofsted: 01/11/2024 Registers: EYR, CCR, VCR Registered person: Play 'n Grow 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

Leaders have high expectations of children's behaviour and act as positive role models. They emphasise respect and kindness and encourage children to treat others as they would want to be treated. Staff deal with minor upsets effectively, such as when children become frustrated at the long wait for their snack. Children respond to these expectations positively. For example, older children happily play alongside younger ones. They play a building game together, where older children support younger children in making decisions about where to place the bricks. Indoors, children focus contently as they paint shells and decorate them with sequins. A wide range of activities are available as children arrive at the club. However, staff do not always recognise times when children lose motivation and interest.

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Behaviour, attitudes and establishing routines Expected standard

Relationships are trusting and respectful. Staff and children chat happily. For example, staff help children to use chalk to draw round their hands on the playground. Children will voluntarily seek reassurance from staff when upset.

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Behaviour, attitudes and establishing routines Expected standard

Children play happily together, learning to share and take turns. Occasionally, staff do not plan focused time to address identified targets, such as turn-taking with children who have special educational needs and/or disabilities. Routines are established, but these do not always support the efficient management of time or resources. For instance, transitions between inside and outside are less well organised, resulting in long waiting times and some disengagement for children.

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Children's welfare and wellbeing Expected standard

Leaders and managers prioritise children's welfare and wellbeing and create a safe and secure environment for all children, including those with special educational needs and/or disabilities. All staff commit strongly to providing children with an enjoyable and pleasant experience in the holiday club. Children develop coordination and control outside as they climb or engage in ball games and learn to take appropriate risks.

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Children's welfare and wellbeing Expected standard

Leaders check and monitor accident and attendance records to identify any patterns. They know that regular accidents or absences may indicate a child at risk of harm. Leaders immediately follow up on absences to check on children's whereabouts and ensure they are safe. Staff encourage children to adopt appropriate hygiene practices, such as washing their hands after using the toilet or before eating, to minimise the spread of infection. They encourage children to wear hats and use sun cream to protect themselves from the sun. Leaders make drinking water available at all times, and children drink regularly because they understand the need to keep themselves hydrated.

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Children's welfare and wellbeing Expected standard

Adults and children make mealtimes social events by sitting together and chatting about events in their lives. Leaders ensure that children enjoy a nutritious diet. Children demonstrate good manners and use cutlery appropriately.

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Inclusion Expected standard

Leaders understand the needs of children with special educational needs and/or disabilities (SEND) or other barriers to learning. They use this knowledge to identify the emerging needs of all children, including those with SEND. They promptly discuss any concerns with parents. This approach helps them meet children's needs and reduce potential barriers to learning.

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Inclusion Expected standard

Leaders set high expectations for what children can do and provide appropriate support so children can access all that is on offer. Positive relationships support children with SEND. For example, older children read favourite stories to younger children and engage them in the stories.

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Inclusion Expected standard

Leaders and staff follow advice from external professionals to meet children's needs. For example, adults provide additional support so children can access all activities, both inside and outside. Leaders hold daily verbal conversations with families of children with SEND to discuss what their children have done during the day. However, the setting has not yet established consistent two-way discussions with other stakeholders. Positive relationships between the setting and parents support consistent approaches between home and the holiday club when addressing identified needs.

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Leadership and governance Expected standard

Leaders and managers have high expectations that children will be happy, safe and confident in the club. They identify positive relationships and the many children who return year on year as key strengths of the setting. Leaders reflect on their practice and are committed to making improvements to secure excellence for all children, including those with special educational needs and/or disabilities (SEND) or other barriers to their learning. Leaders recognise that communication is not always efficient and that staff should continue training to support their understanding of things they need to be aware of, such as keeping logs of actions. Leaders realise the necessity of providing additional training to address these issues to support staff in further improving their practice.

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Leadership and governance Expected standard

Staff appreciate the support they receive from leaders about their practice and wellbeing. However, they acknowledge that areas to improve are general for all staff, rather than being specific to individuals. Staff have access to online training of their choice. This helps staff feel valued and ensures that their knowledge is up to date. Partnerships with parents are positive. Parents value the activities provided, together with the additional workshops such as cooking, bubble football and dance. However, leaders are keen to further improve communication with all parents, especially with those of children with SEND.

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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 at the setting happy and eager to attend. Many of the children have attended before and greet staff and their friends enthusiastically. A wide range of activities are set out for children to choose from, giving children choices and a sense of involvement in their play. Overall, children engage positively in the activities, and adults generally provide support where necessary. Children of all ages enjoy painting shells and bark, using their imagination and taking care of their work. They discuss the colours they can mix. Others prefer to build their own imaginative constructions or play games outside. A group of children giggle

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Inspector:

Jill Thewlis together as they observe their reflections in the windows. The environment offers ample space for children to move about freely, play a range of ball games and climb on the safe equipment. This supports children's active play and encourages them to take risks safely. However, routines are not always efficient, resulting in transitions that are neither swift nor smooth, creating too much waiting time.

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Inspector:

Staff and children engage well together throughout the day. Staff show an interest in what children are doing and support all children, including those with special educational needs and/or disabilities where necessary. Children behave well, understanding the expectations that staff reinforce throughout the day. For example, staff remind children about the importance of taking turns and sharing the paint. This helps to create a calm and positive environment. Relationships are warm. Children who return to the club develop close bonds with staff. Parents are happy with the provision. They value the range of activities, including those provided by external companies, such as weekly cooking sessions or bubble football. Parents comment that children proudly bring home a range of art and craft items they have created. They value the approachable staff.

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Next steps

Leaders should strengthen the organisation of daily routines so that children spend less time waiting and remain purposefully engaged. Transitions should be carefully planned to support children's attention and participation. Leaders should strengthen support for children with special educational needs and/or disabilities (SEND) and improve communication with parents and carers, including those who have children with SEND. Leaders should provide training to ensure staff adapt activities when children lose interest, supporting them to recognise when changes are needed, and provide consistent support that improves children's motivation, experiences and outcomes.

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About this inspection

The inspector spoke with leaders, the special educational needs coordinator, staff and children during the inspection. The inspector viewed written comments from parents.

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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:

Bishop Chavasse Primary School 2a Baker Lane Tonbridge TN11 0FB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Play 'n Grow Childcare Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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