Kickstart Childcare (Canon Burrows)

Kickstart Childcare (Canon Burrows)

Unique reference number (URN): 2836471 Address: Canon Burrows C Of E Primary School, Oldham Road, Ashton-under-lyne, OL7 9ND Type: Childcare on non-domestic premises Registered with Ofsted: 07/04/2025 Registers: EYR, CCR, VCR Registered person: Families 1st 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 Strong standard

Leaders have embedded a calm, harmonious culture in the setting. Staff act as positive role models. They are kind and caring. Children and staff treat each other with respect. These close relationships result in children feeling relaxed and having fun. Staff get down to children's level and join in with play. Children squeal with delight as they cover staff members with minibeasts and talk about the things that bugs might eat. Staff adapt their practice when needed to meet children's individual needs. For example, when newer children appear unsettled, staff members are skilled at helping them feel safe and reassured.

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Behaviour, attitudes and establishing routines Strong standard

Children consistently follow routines and show independence. They wash their hands before snack time and enjoy chatting with friends and staff at the snack table. They play collaboratively and confidently take part in the range of inviting activities on offer. They play chess, card games and build tall towers in the Lego. Children have highly positive attitudes to learning. Screen time is heavily limited. This means children become engrossed in activities, both indoors and outdoors.

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Behaviour, attitudes and establishing routines Strong standard

Leaders take decisive action to identify and address barriers to attendance. They work closely with the school to spot patterns and follow up quickly when children are absent, keeping children safe. Staff are embedded within school life. They attend children's performances and take part in fundraising. This reflects the strength of the partnership between the setting and school.

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Children's welfare and wellbeing Strong standard

Children thoroughly enjoy their time at the setting. Children fully immerse themselves in their play with the support of warm, caring staff. Inside, younger children smile as they build Lego towers. Older children cheer each other on at the mini pool table, celebrating together. Physical wellbeing is a clear priority for leaders. Children are eager to get outside for fresh air, even in the rain. They play football, tennis and have space to run and play.

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Children's welfare and wellbeing Strong standard

Leaders rigorously review and adapt policies to keep children safe. For example, staff completed allergy awareness training in response to Benedict's Law. Allergy and intolerance information is further displayed for staff. Staff supervise children whilst eating. They model and promote good manners as they chat with children about their day. Children consistently make healthy choices. They wash their hands before choosing a healthy snack, such as fruit, vegetables and wraps, and pour their own drinks. Children tidy up their own plates and cups when they have finished. These embedded routines support children to develop lasting healthy habits.

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Children's welfare and wellbeing Strong standard

Leaders and staff have a comprehensive knowledge of children and families and are highly responsive to their changing needs. Parents appreciate staff taking time to understand their children individually and the challenges they face. They note how staff intuitively notice when children need support to regulate their emotions. This helps children feel settled and safe and builds excellent relationships with families. Younger children 'buddy up' with older peers. Parents report that these friendships quickly become a source of comfort and confidence.

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Inclusion Strong standard

Leaders and staff take pride in ensuring every child is able to access this setting. They understand the unique and diverse backgrounds of every individual child and family. For example, leaders use funding to provide places for children from disadvantaged backgrounds. Leaders further support families by offering flexible and emergency sessions where possible, ensuring children's routines remain consistent. Parents comment that the staff 'genuinely understand, support and care' for their children. They praise how they are 'open and supportive' in meeting their children's individual needs and challenges. This reflects the inclusive culture of the setting.

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Inclusion Strong standard

Leaders and staff work closely with the school to meet children's individual needs. This includes children with special educational needs and/or disabilities and those with other barriers to their learning or wellbeing. Staff seek advice and use strategies from other professionals and parents. For example, staff find out children's interests and plan activities with them in mind. For children who speak English as an additional language, staff use visual prompts to support communication and understanding. This results in children feeling safe, valued and able to access the rich environment.

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Inclusion Strong standard

Leaders and staff embed their knowledge and understanding through a variety of targeted training. This enables them to consistently meet children's needs. Leaders carry out regular quality assurance processes. They monitor the progress of children's needs and support staff to sustain and adapt their practice. Leaders also work closely with the school to safeguard children who are known, or previously known, to social care. Communication is clear and consistent. As a result, staff have a deep understanding and commitment to keeping all children safe.

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Leadership and governance Strong standard

Leaders have a detailed understanding of the setting's strengths and areas for development. There is strong collaboration between leaders at all levels. Leaders in the setting feel well supported in their roles. They share a vision of inclusion and the importance of forming solid relationships to keep every child safe. Leaders' thoughtful engagement with parents builds open and honest relationships. Parents praise the transition processes and smooth handovers with staff each day. Strong relationships with the school underpin consistency of care. Leaders have regular meetings and communication with specialist leaders in the school. This ensures a consistent focus on securing the best outcomes for all children.

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Leadership and governance Strong standard

A culture of high expectations and professionalism is evident. Leaders and staff are excellent role models. They hold themselves, each other and the children to consistently high standards. Leaders provide high-quality professional learning, precisely matched to the individual needs of children and staff. Staff are able to access an instant online training platform. Regular in-house training ensures consistency in the quality of care. Leaders have instilled a culture of continuous improvement. Staff make a consistently strong, positive contribution to improving the quality of provision. They feel valued, share ideas and recommend training to one another. Leaders and staff seek advice and support where necessary. For example, they speak to teachers and parents to ensure they are using appropriate techniques to support children's individual needs.

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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 settle in quickly to this warm and welcoming setting. They move freely between play spaces, indoors and outdoors, with a rich and varied range of experiences on offer. Children show high levels of enjoyment and engagement. They enjoy a nutritious snack and

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Inspector:

socialise with friends and staff. At the bead station, children of varied ages create patterns and pictures. They share ideas and make suggestions for one another. They confidently discuss their creations with adults. Barriers to learning and wellbeing are identified and addressed quickly. Leaders and staff work closely with schools, parents and other specialists to keep children safe and happy.

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Inspector:

Children of all ages and stages play collaboratively alongside their peers. They learn about their similarities and differences. For example, children paint self portraits. They mix colours to create skin tones and eye colours and talk about what makes them unique. Staff gently help children find the words to express themselves and join in confidently. Staff build trusting relationships with children, taking time to listen and chat. This helps children grow in confidence and feel safe to share concerns. Families are warmly welcomed. Parents and carers are invited inside at pick-up time. Their contributions and insights about their children are valued and acted on. As a result, all children and families feel valued, that they belong and that they are safe.

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Inspector:

Children's behaviour and attitudes are consistently positive. They manage their own feelings well and treat each other with kindness and respect. Established routines help children feel secure and know what to expect. This encourages their independence and confidence. Children seek out staff for comfort and reassurance when needed. This reflects the strong, trusting relationships between children and staff. Children's individuality is valued and celebrated. They are supported to flourish, taking part in activities that reflect their own interests and needs. For example, there is a calm space available with sensory toys for those who need it. Leaders work closely with the school to spot and address patterns of absence. This helps to keep children safe and accounted for.

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Next steps

Leaders should continue to build on the strong practice already established in the setting, ensuring newly appointed leaders are given time to fully embed their approach and sustain a transformational impact on all children's achievement and wellbeing.

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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. Kathryn Walsh

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Address:

Canon Burrows C Of E Primary School Oldham Road Ashton-under-lyne OL7 9ND

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Address:

Type: Childcare on non-domestic premises

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Address:

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