Y-Kidz@Markeaton

Y-Kidz@Markeaton

Unique reference number (URN): 2836787 Address: Markeaton Primary School, Bromley Street, Derby, DE22 1HL Type: Childcare on non-domestic premises Registered with Ofsted: 21/02/2025 Registers: EYR, CCR, VCR Registered person: YMCA Derbyshire

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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 Strong standard

Staff provide a well-organised and structured day for the children. A well-established routine provides children with a positive balance between the use of the outdoor and indoor areas. Children understand and follow the routine without question, because they know what will be happening next. Staff have established well-defined boundaries for children and children play contentedly, knowing what is expected of them. Children listen well and follow clear instructions given by staff. There is no confrontation or conflict between children. They have learned to be kind and respectful. If a child does need some support to remember what is expected, staff manage this sensitively and at a level they know the child will understand.

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Behaviour, attitudes and establishing routines Strong standard

Children have input into the activities and resources that are offered each day. Staff do all they can to offer these and know that this approach helps children to engage or re-engage with an activity. Children love to involve staff in their play, which helps to maintain their involvement in their chosen activity.

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Children's welfare and wellbeing Strong standard

The club is a safe and secure environment for children to play in. The security of the premises is robust and access to the grounds and the building is effectively restricted. Leaders and staff prioritise the health and wellbeing of all children who attend the club. They promote and offer places on the government funded Holiday Activities and Food programme, to support children's wellbeing during school holidays.

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Children's welfare and wellbeing Strong standard

Leaders and staff use their expertise in sports and early years to great effect, to provide a programme of activities that is specifically designed to build children's physical fitness and support their mental health. The positive relationships staff have with children are clearly seen in children's responses to staff's directions and when staff sit and engage with them. For example, at lunchtime children sit and talk to staff about their lunch, their favourite activities and their families. Staff respond positively, when children want to share and celebrate their family heritage and what is special about it. Staff understand that not all children want to be physically active or actively taking part with other children. They provide a den area, ear defenders and fidget toys that children can use when they feel upset or overwhelmed. Staff check in on how children are feeling regularly.

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Inclusion Strong standard

Leaders and staff are heavily committed to opening doors to children and families who may need extra support and/or encouragement to use the club. They work with the schools and the local community to make contact with families, who may have financial constraints that mean children cannot attend. They negotiate with schools to help families with fees and support families to access resources, such as food boxes, to supplement what is available at home. This helps to create a positive basis from which children are helped to attend school and be ready to learn. Children with special educational needs and/or disabilities (SEND) or who need additional support for other reasons are fully involved in life at the club. Staff understand their needs and how to support them to engage in activity. They know when children need time alone and provide safe spaces for this to be possible. When leaders and managers know that a

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Inclusion Strong standard

child with a specific need is going to attend the setting, they provide training for staff to help them to develop their knowledge and understanding. Staff use their knowledge really well to adapt the way they work with children with SEND, enabling the children to enjoy activities and improve their skills.

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Leadership and governance Strong standard

The club is supported by a highly efficient leadership and governance structure. The organisation has clear lines of responsibility and decision-making in place, which leads to effective management and operation of the club within the legal requirements.

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Leadership and governance Strong standard

Leaders and managers have excellent insight into the area the club operates in and of the needs of some of the families in the local area. They take steps to actively support families so that children can attend the club and extend the skills they are also developing in school. Leaders and staff have positive and productive relationships with schools, which help to promote children's welfare and wellbeing.

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Leadership and governance Strong standard

Parents have access to information about the club and their children through an app. Leaders use the app to provide information to parents about local initiatives to support parents, such as finding affordable energy suppliers to keep children's homes warm and parents able to provide warm meals.

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Leadership and governance Strong standard

Staff have excellent access to training and development opportunities. They actively access training to build up their skills, which can be seen in how staff work with the youngest children. For example, they make sure they give simple instructions one at a time to the very youngest children, alongside demonstrating what they mean to enable children better understand and succeed.

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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 thrive at this club. They are happy, settled and very comfortable in the company of the staff. Staff find out as much as possible about the children to ensure the activities on offer are interesting, challenging and support children's development. Staff skilfully support children, who attend from a range of different schools, to play together and respect each other. The relationships that staff have with the children are friendly and playful, but staff also retain authority, reinforcing behaviour expectations in a way that children respond to well.

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

Staff prepare the club carefully to take into account the ages and needs of the children who will be attending. Children thoroughly enjoy the wide range of activities and resources staff provide for them. There is a substantial focus on children's health and wellbeing. Children keenly join in with well-run physical coaching sessions in the outdoor area, where they develop a wide range of skills, such as balancing, accurate throwing skills and following instructions. Indoors, they make the most of opportunities to have time to calm their minds and rest their bodies. They take part in crafts, play games, construct models and use a range of mindfulness resources.

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

Children who attend the club have a wide range of different experiences and needs. Staff take time to adjust what is on offer so that it is as accessible as possible to all those who attend. For example, if a child needs the security of having an adult nearby staff make sure there is someone who can give that security in a range of different areas, so as not to limit the child's opportunities to explore.

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Address:

Markeaton Primary School Bromley Street Derby DE22 1HL

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:15 - 09:15,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 17:30

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help, to realise a transformational impact on all children's achievement and wellbeing.

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About this inspection

The inspector spoke to senior managers, the head of early years and childcare, a representative of the human resources team, club staff and children. Parents shared their views in written statements.

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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. Local authority: Derby

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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. 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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