Halton Kids Club

Name Halton Kids Club
Ofsted Inspection Rating Good
Inspection Date 28 June 2019
Address The Centre at Halton, Low Road, Halton, LA2 6NB
Phone Number 0782570621
Type Childcare on Non-Domestic Premises, Sessional day care
Gender Mixed
Catchment Area Information Available No
Last Distance Offered Information Available No

Summary of key findings for parents

This provision is good • The manager and staff show a firm commitment to their roles and are invested in the ongoing success of the pre-school. They reflect on the strengths of the pre-school and areas to improve. Staff are proactive in using new skills and information to make enhancements to practice. For example, following research on outdoor spaces, staff created an excellent area outdoors, rich in opportunities across all areas of learning. • The learning environment is extremely well informed and carefully considered. Staff use their excellent knowledge of the children to create opportunities closely linked to their interests and developmental needs. As a result, children are challenged and motivated. They become deeply engaged during their play, show very positive attitudes towards their learning and make excellent progress. • Children play harmoniously with their peers. They are seen sharing their favourite resources, safe in the knowledge they will have another turn due to the excellent focus across the pre-school of being kind to one another, thinking about how others feel and the importance of sharing and taking turns. • Teaching is good. However, on occasion, conversations with children are led too heavily by staff asking multiple questions, rather than meaningful exchanges. • Children receive a warm welcome to the pre-school. They arrive happy and confidently join in with the available activities. Children enjoy positive attachments with their key person and grow in confidence during their time at the pre-school, providing a strong base for their learning and explorations. • Overall, partnership working is strong. Staff engage parents in their children’s learning, maintaining a two-way-flow of communication and information sharing. However, parents are less involved in initial assessments of their children’s learning on entry.