Heaton Avenue Before and After School Club

Heaton Avenue Before and After School Club

Unique reference number (URN): 2796619 Address: Heaton Avenue, A Share Primary Academy, South Parade, Cleckheaton, West Yorkshire, BD19 3AE Type: Childcare on non-domestic premises Registered with Ofsted: 20/06/2024 Registers: EYR, CCR, VCR Registered person: Charlton, Gary David

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.2

How we evaluate safeguarding

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

p.2

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.2

Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have fostered a respectful and harmonious atmosphere where children and staff respect each other. Staff speak kindly to children, listen attentively to their ideas and give them time to chat and develop their play. They consistently model respectful behaviour and polite manners, which children readily adopt. Children listen carefully to one another, play collaboratively and show consideration for their friends. They willingly help each other and take pride in contributing to daily routines. For example, children take responsibility for clearing the table themselves.

p.2

Behaviour, attitudes and establishing routines Strong standard

Children understand the setting's expectations very well and follow established routines with confidence and independence. Staff only occasionally give gentle reminders to help children follow the rules of board games. Most of the time, children organise their own play and successfully cooperate, with staff involvement. Children's behaviour is consistently positive, creating a calm, welcoming environment where everyone can relax, enjoy playing together and make the most of their time at the setting.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff support children with special educational needs and/or disabilities to follow expectations and keep themselves safe. Staff work closely with parents and school, using agreed strategies consistently to help children feel secure, develop self-regulation and participate successfully alongside their peers.

p.2

Children's welfare and wellbeing Expected standard

Leaders ensure that all children's wellbeing is promoted effectively by working with parents and school. This shared approach helps children feel safe, secure and happy. Leaders also ensure agreed strategies for children with special educational needs and/or disabilities support their emotional wellbeing. This helps children to remain happy and content at the setting.

p.2

Children's welfare and wellbeing Expected standard

Staff encourage children to make healthy choices. For example, they provide nutritious snacks and meals, including fruit, wraps and toast. They ensure children can independently access drinking water whenever they need it. Staff encourage children to develop their independence skills by managing their own toileting and following good hygiene routines, such as handwashing. Children also enjoy regular chances to take part in physical activities outdoors and in the hall.

p.3

Children's welfare and wellbeing Expected standard

Leaders have created spaces to meet children's different wellbeing needs. Children enjoy running, balancing and chasing games outside, as well as taking part in sports that encourage them to exercise and play cooperatively. Indoors, staff provide quiet spaces where children can relax, rest or enjoy books. These experiences promote children's physical health and emotional wellbeing.

p.3

Children's welfare and wellbeing Expected standard

Children can choose to play age-appropriate computer games. Staff supervise these activities carefully, ensuring children take turns and use the games for short periods. However, staff do not talk to children about why it is important to limit screen time or help children to monitor their own screen use independently.

p.3

Inclusion Expected standard

Leaders work effectively with school and parents to ensure they understand the needs of children with special educational needs and/or disabilities (SEND) or other barriers to learning. This shared understanding helps leaders support staff to provide an inclusive environment where children are welcomed and encouraged to participate. Leaders have high expectations of all children. Overall, they ensure staff treat every child as an individual with their own interests, strengths and needs.

p.3

Inclusion Expected standard

Staff receive guidance on making adaptations so that children can participate successfully alongside their friends. For example, staff typically know how to adjust games, routines and expectations to meet individual children's needs. Staff generally adapt how they communicate and provide additional time for some children to think and respond. This helps children to understand instructions and expectations. These shared approaches provide children with consistency between the setting, home and school, helping them to feel secure and included. This supports the wellbeing of children with SEND in particular.

p.3

Inclusion Expected standard

The provision is planned to enable all children to engage in activities that reflect their interests and abilities. As a result, children with SEND, and those facing other barriers to learning, are supported to play alongside their peers. They develop positive relationships and enjoy the opportunities at the setting.

p.3

Leadership and governance Expected standard

Leaders have high expectations of themselves and staff to provide a welcoming, inclusive service for children and families. Leaders promote staff wellbeing through positive professional relationships, appraisals and regular training. As a result, staff enjoy working at the setting and feel valued and well supported in their roles.

p.3

Leadership and governance Expected standard

Leaders have an accurate understanding of the setting's strengths. They recognise children's consistent positive behaviour and the calm, relaxed atmosphere created by staff as key strengths of the provision. Leaders have also identified some areas to develop further. For example, they plan to develop the role-play area to extend children's imaginative play and build their concentration even further. Additionally, leaders have well-considered plans in place to increase children's independence by providing additional responsibilities during mealtimes.

p.4

Leadership and governance Expected standard

Partnership working with parents, school and the local authority is effective. This helps leaders and staff include children with special educational needs and/or disabilities or other barriers to learning. Additionally, it supports leaders to further develop the setting's work with local authority advisers. Parents speak highly of the setting and say their children are happy and well cared for. They communicate directly with leaders and can access some information about the setting through the school website. Leaders also explain key policies when children first attend, and copies are available in the setting. However, information about children's experiences and where to find key policies is not consistently shared with parents. This reduces opportunities for parents to remain fully informed and continue children's interests at home.

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 develop warm relationships with staff and each other at the setting. Older and younger children play happily together. Older children show kindness and consideration towards younger children, offering help when needed. Some younger children seek comfort and reassurance from staff as they first arrive. As the session progresses, they become more relaxed and confident and play independently away from staff, showing that they feel safe and secure. Children chat confidently while taking part in their favourite games and activities.

p.5

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

Children enjoy playing together. Some chat as they make craft items, sharing ideas about how to create a handle for a paper cupcake. Others work together to invent a chasing game outdoors, deciding on the characters and agreeing rules of the game. Children listen to each other's ideas respectfully. Children enjoy sitting together at mealtimes, chatting politely and waiting for everyone to finish before leaving the table. These experiences help children to develop positive social skills and learn to cooperate with others. Children develop their independence skills as they carry their belongings from class and store them carefully. They pour their own drinks, clear their plate after eating and follow healthy hygiene routines. They wash their hands after using the toilet and playing outside and before eating. These everyday routines help children become increasingly independent and develop healthy habits.

p.5

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

Staff know the children well and plan activities based on children's interests. This encourages children to enthusiastically join in, remain focused and build their concentration. Children confidently ask for games and resources, which staff provide for them. This helps children feel that their interests are valued and encourages them to take an active part in planning their play. Leaders and staff work hard to ensure all children are welcomed and included, including children with special educational needs and/or disabilities or other barriers to learning. This inclusive approach supports children to attend regularly. Staff

p.5

Address:

Heaton Avenue, A Share Primary Academy South Parade Cleckheaton West Yorkshire BD19 3AE

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Register(s): EYR, CCR, VCR promote punctuality and quickly follow up children's non-attendance with school and parents to ensure children stay safe.

p.6

Next steps

Leaders should promote children's understanding of screen time and how to monitor its use. Leaders should review ways to share information with parents, including the setting's polices, procedures and planned experiences.

p.6

About this inspection

The inspector spoke with children, parents, staff and leaders 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 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 development and care, known as the early years foundation stage. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:30,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 17:00

p.6

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.7

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