Little Monkeyz Prime Time

Little Monkeyz Prime Time

Unique reference number (URN): 2811649 Address: Holly Hill Methodist C of E First School, New Street, Rubery, Rednal, BIRMINGHAM, B45 0EU Type: Childcare on non-domestic premises Registered with Ofsted: 03/10/2024 Registers: EYR, CCR Registered person: Little Monkeyz Limited

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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

Children typically follow routines and listen carefully to staff. All children generally become engrossed in the activities provided. They show a willingness to have a go and take turns with each other during play. For example, children sit together and play a board game. They listen to staff explain the rules and then take it in turns to have a go themselves.

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Behaviour, attitudes and establishing routines Expected standard

Staff give children prompts as they move through the routine. They remind children that they have 5 more minutes before they need to tidy up. However, at times, children experience long periods of waiting, particularly at mealtimes. This means that some children become distracted and begin to get up from their tables while waiting for their food.

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Behaviour, attitudes and establishing routines Expected standard

Older children model positive behaviour and support younger children in the club. They role play together using a doll's house and talk to each other about the dolls they are playing with. This demonstrates the harmonious environment that the staff have created.

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Behaviour, attitudes and establishing routines Expected standard

Staff use inclusive behaviour management techniques. For example, they adapt their approach to dealing with challenging behaviour. They take time to get to children's level, and ensure that their wellbeing remains the priority. Leaders promote regular attendance and work with parents and carers to ensure that children are able to regularly attend.

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Children's welfare and wellbeing Expected standard

Staff typically take time to get to know all children, and their practice helps children feel valued and included. For example, staff use children's interests to plan the sessions. For new starters, staff hide resources that the children are interested in and encourage them to find them around the room. Staff add dinosaurs to role-play activities to create excitement and familiarity for children's first day. This allows children to feel valued and part of the club from the beginning.

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Children's welfare and wellbeing Expected standard

Children learn how to be safe in the world around them. During the walk from school to the club, staff talk to children about safely crossing the road and looking out for cars as they walk. Children listen and respond to staff appropriately, following the rules that staff have embedded. Children wash their hands before mealtimes and are given a choice of healthy snacks to eat. Children sit together and socialise, talking about their day as they eat. They have opportunities to access the outdoor environment and enjoy fun activities, practising their coordination to get a ball in a cup, for instance.

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Children's welfare and wellbeing Expected standard

Staff ensure that children's wellbeing is supported. They identify when children need help to settle in, for instance, and involve parents and carers to support them further. They provide welcome packs to help children feel comfortable and confident from the outset.

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Inclusion Expected standard

The club supports a wide range of children, including those with special educational needs and/or disabilities. Leaders carry out clear handovers between settings to ensure that children with additional needs are included and supported. For example, when children are collected from school, staff speak to class teachers to find out how each child's day has been. This typically impacts positively on how staff interact and engage with children during the club sessions.

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Inclusion Expected standard

Staff typically take time to get to know all children, and, as a result, all children's needs and interests are considered. Children's needs are met and adaptations are put in place to help them to be included. Children make appropriate progress during their time in the club. Staff use well-considered strategies that are embedded by leaders. They use children's starting points to plan age-appropriate activities that support children well.

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Inclusion Expected standard

Leaders work closely with parents and carers, schools and other agencies to ensure they understand the needs of all children, and then use this knowledge in the club. For example, staff adapt how they deal with behaviour. They ensure that the techniques they use reflect the differing ages and stages of children in the club.

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Leadership and governance Expected standard

Leaders work closely with parents and carers to gather feedback about the services they provide. Using this information, they make effective improvements and adaptations to further develop the provision. For example, parent feedback helps to inform the variety of activities and opportunities that children benefit from.

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Leadership and governance Expected standard

Staff value how their wellbeing is considered thoughtfully by supportive leaders. Staff attend some training, and generally use the information gained to effectively impact their practice. However, leaders do not always focus professional learning on key areas of development, to support staff's confidence and consistent approaches in the club.

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Leadership and governance Expected standard

Leaders typically have an appropriate understanding of the setting and generally identify areas for improvement and strengths. They plan ahead and identify how they could support the local community even further by enhancing their offer. For example, the club now offers collection from more schools. This supports families and promotes continuity of care for children. Parents speak highly of the club and value how all children are included. They like that staff take their time to get to know each individual child in order to help them feel happy and settled.

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

Children arrive happy and eager to become involved in the activities provided by the club. Children quickly become engrossed and show enjoyment in their play. They talk to staff about what they would like to play with, and staff respond effectively. For example, children ask for the 'marble run'. They work together to build a large tower, and ask staff if it can be kept up for them to play with the following day. Staff agree, respecting the children's wishes. Children build a stadium out of LEGO and proudly speak to staff about what they have built and who they think will perform in it.

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

Children are given opportunities to be proud of themselves and celebrate their successes. For example, staff share with the whole group how well children have walked from the connecting school. They share that they will be given points to reward them for their positive behaviour.

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

Children develop a wide range of skills during their time at the club. They play a variety of group games, including football and dodgeball, practising their social skills and learning how to take turns in groups. Children use their communication skills as they talk to staff about their day at school. Staff extend the conversations and ask children thought-provoking questions. Children move independently between the activities provided. They approach staff to ask for their help or guidance, and staff support them appropriately. This reduces any barriers children may face to being involved in the activities provided.

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

Children benefit from an effective settling-in process. Staff gather important information, enabling them to get to know the children well, and use this to develop a routine that all

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Address:

Holly Hill Methodist C of E First School, New Street Rubery, Rednal BIRMINGHAM B45 0EU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Little Monkeyz Limited

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Address:

Register(s): EYR, CCR children understand. For example, when staff clap their hands to get children's attention, the children all stop what they are doing and respond by clapping too. This demonstrates a sense of belonging among all those attending.

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Next steps

Leaders should focus more closely on staff's professional development to promote more consistent practices within the club. Leaders should review and enhance routines to reduce the time that children spend waiting, particularly at mealtimes.

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About this inspection

The inspector spoke with leaders, staff, children and parents and carers 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 17:30

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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

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

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