Core Kids Club All Saints Primary

Core Kids Club All Saints Primary

Unique reference number (URN): 2717390 Address: All Saints (Aided) Primary School, Norreys Avenue, Wokingham, RG40 1UX Type: Childcare on non-domestic premises Registered with Ofsted: 11/01/2023 Registers: EYR, CCR, VCR Registered person: Core Kids Club Ltd

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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

Leaders ensure that staff understand and implement agreed strategies to promote positive behaviour. Leaders monitor staff's practice through regular discussions and observations. They provide feedback that helps staff to refine their approach.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and understand the expectations in the setting. Staff model positive behaviour and use consistent strategies to support children to manage their feelings. Relationships between staff and children are warm and respectful. This creates a calm and welcoming environment. Children demonstrate positive attitudes to their learning and play, cooperating well with their peers and showing kindness towards others.

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Behaviour, attitudes and establishing routines Expected standard

Key-person arrangements are embedded well. Routines are clear and help children to feel secure. Staff encourage children's independence. For example, they support children to manage their belongings and serve themselves at snack time. Although some younger children attend on an infrequent basis, staff maintain accurate records and liaise with parents to confirm bookings and ensure that children's attendance is managed safely. Staff skilfully model communication and how to regulate their emotions. This helps children to express and manage their feelings. These approaches help children to develop confidence, resilience and social skills.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are prioritised throughout the setting. Leaders and staff create a safe and nurturing environment, where children can relax after school and enjoy a range of activities. Staff know children well and respond to their individual needs, ensuring that care is tailored and consistent. Key-person arrangements are established, supporting secure and responsive relationships that promote emotional security.

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Children's welfare and wellbeing Expected standard

Good hygiene routines are embedded, and children know to wash their hands before eating. Snack times are sociable and staff encourage children's independence. However, staff have not considered how to increase opportunities to teach children about the importance of nutritious choices, as part of leading healthy lifestyles. Children benefit from physical activities that promote fitness and coordination, alongside quieter options for creative play. Staff help children to understand how to keep themselves safe through routines and conversations, supporting their personal safety and wellbeing. For example, they encourage children to tidy away games after they have finished, to avoid someone tripping over the small pieces. Staff support children's emotional security through positive interactions and consistent routines, helping them to feel safe and confident. As a result, children enjoy their time at the setting and develop a strong sense of belonging.

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Inclusion Expected standard

Leaders have embedded a culture of inclusion across the club. They understand the importance of reducing barriers to participation and have implemented clear strategies to ensure every child feels valued. Staff know children well and adapt activities to meet individual needs, promoting respect and equality.

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Inclusion Expected standard

Although there are currently no children with special educational needs and/or disabilities attending, leaders have ensured that staff receive appropriate guidance so they can identify emerging needs and act promptly. Leaders maintain close links with the host school and work collaboratively with parents and carers to share information that supports children's wellbeing. They also engage with external agencies when required, for example, to seek guidance on additional funding, where possible to shape support and opportunities for children.

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Inclusion Expected standard

Leaders reflect on children's interests and include relevant cultural events and celebrations, helping them to feel represented. Resources are accessible to all children. Staff encourage children's independence, while maintaining high expectations for all children.

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Leadership and governance Expected standard

Leaders have a clear understanding of the setting's strengths and areas for development and take timely action to drive improvement. Since the last inspection, they have refined key-person arrangements and strengthened safeguarding through regular reviews and staff discussions. There have been no significant changes in leadership or staffing, ensuring stability and continuity. Decisions are consistently made in the best interests of children, including those who may be disadvantaged or have special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders communicate a clear vision for the setting and communicate this effectively to staff, ensuring that their expectations are understood and consistently applied. They encourage professional development. Staff receive regular feedback and constructive guidance, and leaders adapt training plans to meet individual needs.

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Leadership and governance Expected standard

Leaders manage staff's workload thoughtfully and adopt a flexible approach that responds to the changing needs of the club. Positive partnerships with the host school and parents and carers enable effective communication and tailored support for children. Leaders listen to children's views and incorporate their interests into planning, creating an engaging environment. Leaders ensure that compliance with statutory requirements is monitored closely. They maintain robust systems for safer recruitment and supervision. Leaders promptly update policies, showing commitment to continuous improvement and a safe, inclusive and stimulating environment for all children.

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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

Leaders have implemented purposeful strategies to enhance children's experiences. They have strengthened key-person arrangements so that younger children, or those attending infrequently, receive tailored support to help them settle. Children arrive happily and settle

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Inspector:

Anneliese Fox-Jones quickly into the relaxed and welcoming environment. They are greeted warmly by staff, who know them well and respond with genuine enthusiasm to their individual interests.

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Inspector:

Children feel safe and secure because routines are consistent and expectations for their behaviour are clear. They demonstrate positive attitudes, showing kindness and respect towards one another. Leaders ensure that staff have access to regular training and guidance, which enables them to promote children's wellbeing effectively. Staff are attentive and engage in meaningful conversations, which helps children to feel valued and included.

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Inspector:

Activities are varied and exciting. They range from energetic football matches in the hall to creative art projects and quiet board games, such as snakes and ladders, which encourage turn-taking and laughter. Children confidently make choices and are encouraged to share their ideas, which staff incorporate into their planning.

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Inspector:

Snack times are sociable. Children learn independence, such as by serving themselves and managing their belongings. Staff promote good hygiene routines and model positive behaviour throughout. Younger children benefit from secure relationships with their key person, which supports their emotional well-being and sense of belonging. They enjoy opportunities to relax after school, while also being active and having fun. Staff work closely with parents and carers to understand each child's needs, ensuring that care is tailored and consistent. As a result, all children feel safe, respected and motivated to participate fully in the activities provided.

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Next steps

Leaders should strengthen opportunities for staff to teach children the importance of healthy choices in relation to food and lifestyles.

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About this inspection

The inspector spoke with leaders, staff, children and the designated safeguarding lead 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:

All Saints (Aided) Primary School Norreys Avenue Wokingham RG40 1UX

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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