Kidspace Sharnford

Kidspace Sharnford

Unique reference number (URN): 2794117 Address: Youth Club, Sharnford, Hinckley, LE10 3PT Type: Childcare on non-domestic premises Registered with Ofsted: 10/07/2024 Registers: EYR, CCR, VCR Registered person: Robinson, Kerry Louise

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Children's attendance and punctuality are carefully monitored, alongside effective communication with the school, to ensure children and their families promote a positive attitude towards school attendance and using the club facilities. Parents communicate absences with the staff who, in turn, work alongside the school to monitor patterns of absence or sickness to encourage healthy habits of attendance.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children eagerly and enthusiastically recall their school day with the staff. They talk about what they have learned and their plans for ongoing topics and subjects of interest. Staff show high levels of interest in the knowledge and skills children have gained that day. Staff engagements and interactions in children's play effectively support children's positive attitudes to their learning and participation in play.

p.2

Behaviour, attitudes and establishing routines Expected standard

On the whole, children use good manners during social routines, such as snack and tea time. They automatically say 'please' and 'thank you'. Staff are positive role models for children, demonstrating how to work together to support children's needs and to work as a team.

p.2

Behaviour, attitudes and establishing routines Expected standard

Children enjoy their friendships, inviting their friends to join them in their play. Overall, they share ideas and work out the rules of games together to show a collaborative way of solving problems together. For example, older children help younger children to identify objects outdoors that begin with each letter of the alphabet, helping them to sound out the letters for each word. Staff know when to step in to give additional subtle support to increase children's cooperative play. Staff help younger children to focus on their task of finding objects with each letter to complete the activity to their own satisfaction.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff know the children extremely well. They read children's emotions when collecting them from school. Children feel at ease to share their upsets and grievances through conversations, walking back to the club. Staff give children time to resolve conflicts, to find out reasons behind upsets and to enable children to continue their positive relationships with their friends.

p.2

Children's welfare and wellbeing Expected standard

Children feel positive about the club. They talk about 'their club' and show a great affection towards the familiar staff team. Leaders create a welcoming space where children enjoy social activities. There are opportunities for children to learn about the differences in the world around them. However, staff are not always proactive in ensuring these opportunities are readily available for children. Leaders are aware of strengthening ways children are supported through play, to develop an understanding of diversity and growing tolerance and respect for others.

p.2

Children's welfare and wellbeing Expected standard

Children's healthy lifestyles are effectively promoted. They know how to manage their own needs through a positive and familiar routine. They wash their hands as soon as they arrive at the club, sitting themselves down for snack. They thoroughly enjoy social eating experiences with their friends and staff. On occasions, children are invited to prepare the snacks themselves to help increase their awareness of healthy eating and enthusiasm for different tastes.

p.2

Children's welfare and wellbeing Expected standard

Staff support children's physical wellbeing through discussion about sun safety, reminding children to wear their hats and to sit in the shade under the trees. Children confidently ask staff for more water in their own water bottles. Children work together to identify and plan ongoing menus for healthy snacks and meals.

p.3

Children's welfare and wellbeing Expected standard

Children thoroughly enjoy outdoor play. Staff carefully risk assess which outdoor environment they use to promote large physical play, especially when they have a larger number of children attending. Children freely explore movement, using the letters and objects they have explored outdoors to match movements. For example, children pretend they are an aeroplane, flying about the playing field. They continue with completing forward rolls when they think of 'G for gymnast'.

p.3

Inclusion Expected standard

Overall, leaders and staff have a keen awareness of how to identify concerns to drive inclusion. Knowledgeable staff provide a positive environment where they recognise the individual needs of children and their changing care needs. For example, children confidently express their upsets from school. Staff know how this can impact on children's play, their relationships with other children and the management of their emotions. Staff know children very well and sensitively give them time to express their feelings, find answers to how they are feeling and disperse any negative feelings towards their friends. For example, children express their annoyance at tidying up the younger children's classroom and do not know why they have had to take on this responsibility. Staff provide the support children need to reduce barriers to their wellbeing.

p.3

Inclusion Expected standard

Leaders have a clear understanding of how to use any additional funding to support individual children's needs. They talk confidently about amending and adjusting experiences to ensure every child has an equal opportunity to participate in their own way.

p.3

Inclusion Expected standard

Typically, staff work alongside parents to support children's individual needs. For example, children who have less confidence in social experiences are provided with gradual settling-in sessions to increase their confidence. This helps to lessen the feeling of being overwhelmed by not only the new experience of the out-of-school club but also starting school. Leaders recognise that children experience limited diversity in their club due to the nature of the community in which they live and the access to further resources. They provide books to help children recognise different backgrounds and the way other children live to broaden their awareness of diversity. They plan to increase this further through continuous additional resources and experiences.

p.3

Leadership and governance Expected standard

Leaders and staff know the local community, families and children extremely well. They understand the village location and the close-knit communities in the village. Parents speak very positively about the staff and the service they provide for their children. They state that children have fun and find the club friendly and reassuring, especially when settling children into school and the club for the first time. They feel reassured by the continuous staffing and the warm and reassuring relationships they all have with the staff. They appreciate the caring and supportive interactions from staff in the morning and when collecting at night. Parents comment that they are confident that children are kept safe in the club. Staff work alongside the school and the parents to share relevant information to promote the continued care for children. Staff are sensitive to parents who may be harder to communicate with

p.3

Leadership and governance Expected standard

when collecting their children. They provide regular communication for all parents through face-to-face discussions, emails and newsletters. However, any urgent or important communication is provided in a timely manner.

p.4

Leadership and governance Expected standard

Leaders know what works well in the club and areas to further develop. For example, they know that the staff work tirelessly to meet the needs of local families through a flexible approach to meet the demands of parents' working patterns. Leaders plan to provide further resources and experiences, particularly with regard to diversity, as children do not always have continuous play experiences to widen their understanding of different communities and cultures. Leaders recognise trends and patterns to strengthen all their sites, to promote a constant approach to improvements. They also highly appreciate the individuality of each site and the needs of this particular community of families.

p.4

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.5

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.5

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

Children feel reassured, welcome, safe and happy in the club. They show a great sense of belonging and make choices about what they want to play with and who they want to play with. Children settle quickly into their usual established routines. They understand what to expect next in their routines. Staff understand the importance of flexibility to effectively support children's own ideas and choice of experiences.

p.5

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

Children develop close friendships. They build confidence to make new friendships and to express themselves and share ideas. Staff know children well and use their knowledge of their friendships in and out of the club to extend children's play ideas. For example, children embark on a game of 'Twister'. Staff know how different groups of children play the game to their own rules. They oversee the game, observing from a distance, checking in regularly to make sure everyone is playing fairly and that everyone is included in the game.

p.5

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

Children have a confident knowledge of the rules, expectations and boundaries in the club. They know where they can and cannot go and understand how to keep themselves safe by following instructions. For example, when going to play on the large field, children find their hi-visibility jackets and wait at the door for staff to walk them onto the field. Children go to the tree to listen to further instructions as to what they are looking for on their nature trail.

p.5

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

Children thrive through trusting relationships with staff. They are confident and comfortable to share concerns, grievances and upsets and work together to find solutions to satisfy their feelings. Staff know when to step in to support and when to encourage children to work problems out for themselves, either as individuals or as a group of children.

p.5

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

Children receive positive continuity of care through effective professional relationships. Staff work closely with the school to share information about individual children, any events at the club or at school. They ensure relevant information is passed on to parents to promote continuity. These positive handovers help children to feel reassured and confident.

p.5

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registration date: 10/07/2024 Children learn to keep themselves safe through effective routines, particularly when walking from school to the club. They use these routines and familiar routes to help them feel part of their community. For example, on every trip, children enthusiastically wave to elderly residents, developing an awareness of others in their community. Staff remind children about how to cross the road safely. For example, staff ask children to walk and not to hop. Staff give clear and concise reasons for this instruction, explaining this is so children 'do not fall over in the road'.

p.6

Next steps

Leaders should enrich the learning opportunities available to children in support of their knowledge and understanding of diversity and growing tolerance and respect for others.

p.6

About this inspection

The inspector spoke with the nominated individual, the area manager, staff, children, parents and carers during the inspection.

p.6

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. Registered person: Robinson, Kerry Louise

p.6

About this inspection

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

p.7

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.7

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.8

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.8

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.

p.8

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

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 .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.8