YMCA Before And After School Club @ Handsworth Primary

Handsworth Primary

Unique reference number (URN): EY544061 Address: 32 Handsworth Avenue, London, E4 9PJ Type: Childcare on non-domestic premises Registered with Ofsted: 04/04/2017 Registers: EYR, CCR, VCR Registered person: YMCA St Paul's Group

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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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Children's welfare and wellbeing Strong standard

Leaders and staff prioritise children's wellbeing consistently and ensure their voice is valued. They work closely with the children to understand the children's feelings and experiences at the after-school club. Children are encouraged to identify how they are feeling at the end of each day and why. They use colour-coded cards as a tool to support children effectively and to help the club develop further.

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Children's welfare and wellbeing Strong standard

Through structured, but at times flexible, routines, leaders and staff promote children's physical and emotional health. Adaptations are made for those with special educational needs and/or disabilities when needed, ensuring all children's needs are always met. For example, additional garden time is provided when necessary in order for children to refuel and regulate. Children are physically active indoors and outdoors daily. For example, children lead yoga sessions, encouraging other children and staff to join in. In the garden, children use a range of equipment and play ball games freely. They develop an understanding of active lifestyles.

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Children's welfare and wellbeing Strong standard

Staff ensure that mealtimes are sociable experiences. Children sit all together and engage in discussion about their school day. Children are offered a range of healthy snacks and are included in the menu decisions, through the use of feedback forms. Children choose from a range of fillings for their wraps as well as fruit. Staff discuss the importance of trying different foods. Parents praise the club for their children's eating habits improving and for their readiness to try new foods. As a result, children develop long-lasting healthy habits.

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Children's welfare and wellbeing Strong standard

Leaders consistently monitor and adapt policies, updating them frequently and when requirements change, to ensure children's welfare is paramount. Leaders and staff know the children extremely well. Parent and carers and children create 'all about me' and family posters during their settling-in period, to ensure staff have an in-depth understanding of their background, likes, dislikes and any support they need. As a result, children and families feel valued.

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Inclusion Strong standard

All children, including those with special educational needs and/or disabilities (SEND), and those who may face barriers to their learning, are welcomed into a secure, well-organised and happy environment. Children flourish through the bonds they form with leaders and staff. This means they have a positive attitude to attendance and regularly engage in the thoughtful activities and programmes created by leaders. Children show awareness of the routines in the out-of-school club, even those who have recently joined. As a result, children are comfortable in their surroundings. Children greet leaders and staff with warmth. Staff are enthusiastic and have meaningful discussions with the children about their school day. As a result, children feel valued.

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Inclusion Strong standard

The children's voice is paramount at the out-of-school club. Children have many opportunities to make decisions. For example, choosing their fillings for their snack wraps. Children complete feedback forms to support leaders in improving the setting. Children write or draw their opinions, allowing them to feel heard and appreciated. Leaders and staff ensure children are given a variety of activities throughout the week, alongside a structured plan. For example, having 'toy days' and 'physical days'. Leaders and staff further support children with their schoolwork, for example adding prioritised time into the timetable in order for children to complete their homework. As a result, this supports both children's learning and families' home lives and parents praise this aspect of the setting fondly.

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Inclusion Strong standard

Children of all ages thrive from engaging together at times during the afternoon. Older children show pride in responsibility when they support younger children in playing games in the garden. Younger children learn from older children and their experiences in play. As a result, children build positive bonds with each other. Leaders ensure there is secure communication with the school, other outside agencies and parents, to ensure that children receive a continuity of care. This especially supports any children with SEND, or barriers to their learning.

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Leadership and governance Strong standard

Leaders show a passion for providing an inclusive, high-quality after-school setting. They communicate consistently and effectively with teachers, parents and external school staff. This ensures that all children, including those with special educational needs and/or disabilities, and those who face barriers to their learning, enjoy continuity in approach and learning. They create regular parent events, such as summer BBQs and talent shows, which parents commend as being 'great experiences' and 'above and beyond'. Parents frequently give feedback on the setting and how it can be improved. Children also complete feedback forms, by writing or drawing their answers. For example, they detail their most-liked snacks. Leaders review the menu to reflect children's feedback, ensuring that healthy nutrition is met.

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Leadership and governance Strong standard

All staff are noticeably enthusiastic and happy in their roles and the that leader's commitment to supporting staff is reflected in the long-standing team. Staff complete mandatory training before beginning employment. Staff report they feel their wellbeing is

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Expected standard

well-considered and monitored through frequent supervision meetings. They have regular opportunities to undertake additional training, particularly if suitable for children's needs in the setting. Staff feel their opinions and requests are understood. When asking for specific training or support, leaders are swift in ensuring this is offered.

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Expected standard

Leaders are excellent role models, actively involved in the setting. They will enthusiastically play games with children and create secure bonds with all. They have high expectations for all children and the setting overall. Leaders identify strengths and areas for improvement in the setting and strive to always aim higher. They show commitment to pursuing higher knowledge through personal and professional development training, which is reflected onto staff. This means staff consistently learn from leaders who are positive role models.

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Behaviour, attitudes and establishing routines Expected standard

Staff have embedded routines into practice generally well. Children independently identify what they are doing next. Leaders structure the after-school club well and arrange different activities for different days, offering a variety of experiences. Children discuss amongst each other the different activities they will partake in and express their excitement. Overall, children play well together and support each other when needing help in activities or day-to- day tasks. In mixed-age groupings, older children show care for the younger children. They play collaboratively in the garden enjoying ball games and running activities. As a result, younger children learn well from the older children and older children build a sense of responsibility.

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Behaviour, attitudes and establishing routines Expected standard

Staff are good role models for children. They encourage turn-taking and role model focusing on activities. Children typically behave well. Staff announce transitions in a timely manner, to ensure children are aware of what is going to happen next. This particularly supports children with special educational needs and/or disabilities, and those who may face barriers to their learning. However, at times staff are not consistent in reinforcing boundaries. For example, ensuring all children are tidying up activities at the same time. As a result, children have varied expectations. Staff praise children well for their efforts and achievements, this means children remain focused during their play and form positive attitudes. Leaders understand the importance of attendance monitoring. They identify this as an integral part of routine and keeping children safe. Communication is secure between the after-school club

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Behaviour, attitudes and establishing routines Expected standard

and the school, as well as with parents, to ensure continuity.

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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

All children, including those with special educational needs and/or disabilities (SEND), and those who may face barriers to their learning, are welcomed into a secure, well-organised and happy environment. Children flourish through the bonds they build with leaders and staff. This means they have a positive attitude to attendance and engage well with the thoughtful activities and programmes created by leaders. Children show an awareness of the routines in the out-of-school club, even those who have recently joined. As a result, children are comfortable in their surroundings. Children greet leaders and staff with warmth.

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About this setting

Unique reference number (URN): EY544061 Staff are enthusiastic and have meaningful discussions with the children about their school day. As a result, children feel valued.

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About this setting

The children's voice is paramount at the out-of-school club. Children have many opportunities to make decisions. For example, choosing their fillings for their snack wraps. Children complete feedback forms to support leaders in improving the setting. Children write or draw their opinions, allowing them to feel appreciated and heard. Children participate in a variety of activities throughout the week because leaders and staff create a structured plan. For example, they have 'toy days' and 'physical days'. Children receive support with their schoolwork, because leaders add prioritised time into the timetable for children to complete their homework. As a result, this supports children's learning and families' home-life. Parents praise this aspect of the setting fondly.

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About this setting

All children thrive from engaging together, regardless of their age. Older children show pride when they demonstrate responsibility when supporting younger children playing games in the garden. Younger children learn from older children and their experiences in play. As a result, children build positive bonds with each other. Children benefit from secure communication between the school, outside agencies and parents, which helps ensure continuity of care. This is especially important for children with SEND or barriers to their learning, who experience consistent support across settings.

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Next steps

Ensure expectations of behaviours are consistent across all staff to ensure children know what is expected at all times, eliminating unwanted behaviours.

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About this inspection

The inspector spoke with leaders, practitioners, parents 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.

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Address:

Type: Childcare on non-domestic premises

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Address:

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

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Address:

Local authority: London Borough of Waltham Forest

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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

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 .

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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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