In2Care at Priory School

Inspection of In2Care at Priory School Priory School, Orchard Avenue, SLOUGH SL1 6HE

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This provision meets requirements

Children are happy, settled and independent at this welcoming and inclusive club. They are warmly greeted by familiar and attentive staff, who know them well. Children benefit from a safe, nurturing and engaging environment, where their decision-making skills are promoted effectively. For example, as they arrive from their classrooms, children independently choose how to spend their time, such as engaging in a range of activities or relaxing on the comfortable sofa and chatting with friends. The atmosphere is calm, inclusive and fun, which enables children to explore through play at their own pace.

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This provision meets requirements

Outdoor experiences are a strength of the setting, where children explore, are active and enjoy the fresh air after a busy day at school. The well-equipped area supports children's physical development, creativity and problem-solving. This is illustrated when staff join in as children collect daisies and work out the best way to make daisy chains. This quality time outdoors helps children to connect with the natural world and promotes a sense of well-being.

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This provision meets requirements

Children behave well. Together with staff, they help to create a set of club rules and boundaries. This gives children a sense of ownership and understanding of expectations. Older children follow staff's lead, demonstrating compassion and thoughtfulness, such as when they praise and encourage their younger peers. For instance, they celebrate achievements when younger children proudly write their names or complete drawings.

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need to do better?

n Leaders are highly competent and committed to providing enriching experiences for all children. They foster a strong team culture, where staff feel valued, confident and supported in their roles. Leaders and staff work closely with parents and school teachers to identify children's needs and offer tailored support. Through ongoing professional development, staff enhance their knowledge and skills in supporting children with special educational needs and/or disabilities. This contributes to the inclusive ethos at the club. n Children positively benefit from rich, varied activities that introduce them to new experiences and challenge their thinking. For example, during archery sessions, using child-safe equipment, children cheer with excitement as they score points. Staff extend their skills by encouraging them to step further away and try again. This helps to build their resilience and perseverance. In another activity, children

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need to do better?

work out how to release flowers trapped in ice cubes. They test out different strategies, showing determination and focus. Staff consistently praise children's efforts, which helps to reinforce their self-esteem and motivation.

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need to do better?

29 April 2025 n Healthy lifestyles are actively promoted. Children enjoy nutritious, balanced snacks and have access to drinking water throughout the session. Mealtimes are relaxed and sociable. Routines such as these, provide an opportunity for staff to engage in meaningful conversations with children about their school day, food preferences and healthy habits. Leaders recognise the importance of modelling healthy choices and ensuring children understand the benefits of eating well and staying active. n Where children need extra support to manage their emotions or behaviour, staff respond with sensitivity and patience. They use a range of age-appropriate techniques, such as providing them with appealing activities that match their interests or distracting them with something else. These types of strategies work well, helping children to self-regulate. This helps to ensure children feel included and able to fully participate.

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need to do better?

n Children demonstrate impressive social skills. They take turns, share resources and play cooperatively across the age groups. Staff use calm, respectful interactions to build children's confidence and emotional security. They support children to express themselves appropriately, and praise is used meaningfully to reinforce positive behaviour and a sense of belonging. n Through raising children's awareness of festivals from other cultures, they begin to appreciate diversity, celebrate differences and recognise what they have in common. Leaders and staff gather information about children's home lives on registration. They show a keen interest when children eagerly talk about their home experiences. The setting successfully lays the foundation for children to develop as thoughtful, open-minded individuals, who become well prepared for life in a diverse society. n Partnerships with parents and the host school are strong, trusted and effective.

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need to do better?

Leaders and staff maintain open communication with families, sharing regular updates about children's experiences and well-being. When collecting younger children from their classrooms, staff liaise with class teachers to gain valuable insights about each child's day. This information is used thoughtfully to support each child, ensuring their continuity of care and smooth transitions between school, the club and home.

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Safeguarding

The arrangements for safeguarding are effective.

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Safeguarding

There is an open and positive culture around safeguarding that puts children's interests first.

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Setting details

Unique reference number 2728524 Local authority Slough Inspection number 10394588 Type of provision Childcare on non-domestic premises

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Registers

Early Years Register, Compulsory Childcare Register, Voluntary Childcare Register Day care type Out-of-school day care

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inspection

Total number of places 16 Number of children on roll 24 Name of registered person In2Care Ltd

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reference number

Telephone number 01344609934 Date of previous inspection Not applicable

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Information about this early years setting

In2Care at Priory School registered in 2023. The setting is located in Priory School in Slough, Berkshire. It runs a breakfast club, Monday to Friday from 7.30am to 8.45am and an after-school club, Monday to Friday from 3pm to 6pm, term time only. The setting employs three staff. Of these, one holds a relevant childcare qualification at level 2.

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Inspection activities

n Leaders and the inspector completed a tour of all areas of the setting and discussed how the club is organised. n Children spoke with the inspector during the inspection. n The inspector talked to staff at appropriate times during the inspection and took account of their views. n The inspector observed the interactions between staff and the children. n The director and the inspector carried out a joint observation during snack time. n Parents shared their views of the setting with the inspector. n The inspector looked at relevant documentation and reviewed evidence of the suitability of staff working at the club.

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Inspection activities

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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Inspection activities

29 April 2025 regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children's services, and inspects services for looked after children, safeguarding and child protection.

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Inspection activities

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Inspection activities

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Inspection activities

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

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