Magna Extended Schools at Hatch

Warren Infant School

Unique reference number (URN): 2788297 Address: Hatch Warren County Infant School, Gershwin Road, Basingstoke, RG22 4PQ Type: Childcare on non-domestic premises Registered with Ofsted: 26/06/2024 Registers: EYR, CCR, VCR Registered person: Magna Groups Enterprises 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 Strong standard

Children demonstrate excellent behaviour and show a clear understanding of the club's expectations and routines. Staff align these rules closely with those at the host school, ensuring that children experience a consistent and reassuring approach. Staff form strong bonds with children from the start. Children feel safe and secure, knowing that staff are always on hand to help them if needed. Staff implement a range of strategies to support new starters to the club. For instance, they introduce structured time for children who need a calm space to observe before they joining in. This enables them to feel comfortable and confident with the daily routines. This approach has proved highly successful.

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Behaviour, attitudes and establishing routines Strong standard

Children of all ages play harmoniously together and readily invite others to join their activities. They display incredibly positive attitudes, showing high levels of curiosity, concentration and enjoyment. Children confidently and eagerly try new things, demonstrating resilience as they persevere at their chosen tasks. For example, children make play-dough models and source additional resources to elevate their creations. They share tips with their friends and staff. Staff praise their efforts and act as good role models, consistently modelling and encouraging good manners, which children mirror effortlessly.

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Behaviour, attitudes and establishing routines Strong standard

Established close working relationships with parents and carers and the host school allow club staff to check that children who are due to attend do so. For instance, key staff collect younger children from their classroom and use such opportunities to speak with teachers about any important updates or changes.

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Children's welfare and wellbeing Strong standard

Skilled leaders and staff provide a consistently safe, nurturing and stimulating environment where children thrive socially, emotionally and physically. They ensure that areas of the host school used by children are safe and secure. Staff have robust arrangements in place to ensure that children are supervised effectively at all times. Leaders and staff know children's individual preferences and routines well, helping them to settle quickly. For example, key persons liaise closely with parents and carers and the school to support smooth transitions and provide consistent and tailored care. Leaders and staff treat all children with the utmost respect. They skilfully promote children's emotional resilience and regulation of their feelings by engaging them in purposeful conversations about how they feel. Over time, staff have introduced a range of ways to help children regulate their emotions and behaviour, resulting in extremely positive outcomes.

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Children's welfare and wellbeing Strong standard

They share stories to spark discussions about the impact of their feelings, supporting children to develop strong emotional literacy.

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Children's welfare and wellbeing Strong standard

Staff actively engage children in conversations about healthy eating. They explain the benefits of foods, such as fruits, pasta and water, while encouraging children to reflect on their favourite foods. When children take part in physical team games, staff remind them of the importance of exercise and the positive effects this has on their bodies. This approach empowers children to make informed choices and fosters lifelong healthy habits.

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Inclusion Strong standard

Each child is allocated a named member of staff, who is responsible for their overall care. This system works impressively well for children with special educational needs and/or disabilities (SEND). Leaders ensure that all staff are well-equipped to effectively support the individual needs of children with SEND, including increasing their knowledge and skills through high-quality training and mentoring. Key staff hold a detailed understanding of their children's individual needs and provide consistent and thoughtful support throughout their time at the club.

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Inclusion Strong standard

Leaders and staff work tirelessly to ensure that the club is inclusive to everyone. They liaise regularly with teachers and parents and carers to share strategies used to meet children's individual needs. They use this information effectively to incorporate experiences that build on areas such as children's personal, social and emotional skills. This impact is evident when children who initially struggled to settle at the club, now feel empowered to express how they feel. For instance, children can arrive with a cuddly toy to signal to club staff that they need a little extra care and attention to help them settle. Offering children this sense of ownership has been instrumental in successfully strengthening children's skills in regulating their emotions.

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Inclusion Strong standard

Staff thoughtfully incorporate experiences that help all children to understand about the religions, languages and cultural events that are meaningful to staff and their friends. This is illustrated, for example, when staff share words from their home languages and children compare them with words used in their own families.

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Leadership and governance Strong standard

Leader's demonstrate an impressive understanding of the club's strengths and priorities. They have thoughtfully organised a range of wonderful opportunities that many children and their families may not have experienced before, such as cookery sessions or fun days with large inflatables. This reflects how well leader's understand and proactively respond to serve the local community.

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Leadership and governance Strong standard

Knowledgeable and dedicated leaders are fully committed to driving continuous improvement. They gather feedback from parents and carers, staff and children. Leaders use this information to continually enhance the quality of care and provision. For example, when parents suggested they would like their children to eat a hot meal before going home due to limited time in the evenings, leaders acted on this to ensure routines better meet families' needs. This level of responsiveness strengthens children's engagement, well-being and overall experiences.

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Leadership and governance Strong standard

Leaders create a warm and positive culture, where staff feel valued. They effectively prioritise staff well-being and development to enable the delivery of a consistently high- quality of care. Staff receive targeted support from leaders through regular supervision sessions, tailored training and coaching. This includes updates on safeguarding, food hygiene and specific courses to help deepen their understanding of how best to support children with special educational needs and/or disabilities. This support has successfully ensured staff feel confident, skilled and well equipped in their roles. They provide individualised care that meets each child's individual needs. As a result, children experience personalised, safe and engaging care that promotes their well-being, independence and social development effectively.

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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 at this club are enthusiastic, confident and friendly. They eagerly greet staff, excited to share stories about their school day. Leaders and staff place children's emotional and physical well-being at the heart of everything they do. They consistently pay close attention to children's contributions and are highly responsive, showing genuine interest as they ask questions to find out more. Staff carefully consider children's interests and individual personalities to ensure there are plenty of opportunities for them to choose and fully engage in the activities and resources. For instance, staff build on children's ideas when continuing model making from the previous day, helping to deepen their curiosity and extend their thinking. Children say they look forward to attending the club and often talk to their friends about what they will play together. In this way, they feel highly valued and included.

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

Children with special educational needs and/or disabilities show remarkable confidence and independence. Leaders and staff work collaboratively with children's class teachers and parents and carers to implement consistent, effective and familiar strategies that enable these children to flourish. They form exceptionally warm and nurturing bonds with staff and know that support is always available, when needed. These trusted bonds are central to creating a respectful and harmonious atmosphere. It is common practice to see older children helping younger ones, such as reminding them to use soap when handwashing. All children feel comfortable, safe and secure at this club. They display a keen sense of belonging.

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

Children's behaviour is impeccable. They respond extremely well to the rules and boundaries established by staff, who act as positive role models. Through routines and repetition, staff teach children what is expected of them. For instance, children immediately stop and listen when staff clap in a familiar pattern. There is plenty of laughter, fun and collaboration as staff engage in play with children. Children across all ages enjoy lively games, such as one of their favourites, 'messy bedrooms', where teams race to tidy their

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Inspector:

Sonia Panchal area while tossing items to the opposing side. Each team celebrates by giving each other 'high fives', showing good team spirit.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children.

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About this inspection

The inspector spoke with the leaders with key responsibilities for safeguarding and inclusion, staff, 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:

Hatch Warren County Infant School Gershwin Road Basingstoke RG22 4PQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Magna Groups Enterprises Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:40 - 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.

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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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