School Friend Clubs @ Botwell

House

Unique reference number (URN): 2749345 Address: Botwell House Catholic Primary School, Botwell Lane, Hayes, UB3 2AB Type: Childcare on non-domestic premises Registered with Ofsted: 14/08/2023 Registers: EYR, CCR, VCR Registered person: School Friend Clubs (SFC) 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 Needs attention

Leaders set appropriate expectations for children's behaviour, attitudes and routines. At the start of the session once children settle, staff gather them together for a whole group activity, requiring all children, including those with special educational needs and/or disabilities (SEND), to sit in a circle. Staff begin to remind children about the ground rules of the club, and speak to them about the functional skills required, such as good sitting and listening. Some staff do not engage the younger children or those with SEND well enough to gain or sustain their attention. While older children engage appropriately, younger children lose focus, do not pay attention and disengage.

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Behaviour, attitudes and establishing routines Needs attention

Children are polite and in the main interact socially together. Staff talk to children about acceptable behaviour, but they do not help younger children to develop their focus and attention skills to enable them to engage fully in activities. In addition, there are times when younger children's play is disrupted by older children and staff fail to intervene as they are not deployed well enough to observe what is happening.

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Children's welfare and wellbeing Needs attention

Staff supervise children adequately to keep them safe. They escort children to the toilet and check that they wash their hands as part of their routines. Children benefit from healthy snacks consisting of sandwiches, fresh fruit and vegetables. Some children enjoy making their own sandwiches and are supported well by staff. Children have access to fresh drinking water to keep them hydrated. Children benefit from fresh air and exercise. They play outdoors, exerting built-up energy after a full day at school. This helps to contribute to their overall health and wellbeing.

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Children's welfare and wellbeing Needs attention

Staff are kind. Children feel secure and approach familiar adults for hugs. This shows children feel safe and secure with the adults who care for them. The key-person role is not fully effective. Key persons do not know the younger children or those with special educational needs and/or disabilities well enough to tailor their care or meet their individual needs.

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Inclusion Needs attention

All children are welcome to attend the club, which parents book through the provider's online system. The club is inclusive in principle, and children with special educational needs and/or disabilities (SEND) are able to participate alongside their peers. However, leaders and staff do not consistently act on new information available to them to fully support children's time at the club. They do not gather sufficient information from other settings the children attend or from parents and/or their carers. This means that key persons are not always able to provide the individualised support that children need. As a result, children with SEND are not always fully engaged in purposeful play or sustained interaction with familiar adults. This limits opportunities for them to benefit from the full range of experiences and reduces the impact of the provision on their social and developmental progress.

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Inclusion Needs attention

Children with SEND demonstrate that they feel settled and secure in the environment. They are happy to attend and show confidence in approaching staff when they require attention or support. Relationships between staff and children are positive. The lack of proactive planning and targeted support means that inclusion is not yet consistently effective.

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Leadership and governance Needs attention

Leaders conduct appropriate staff suitability checks to ensure that all adults working with children are safe and fit to do so. They require staff to complete mandatory training, including first aid and safeguarding, which promotes children's welfare and wellbeing. Staff maintain appropriate oversight of children's attendance and work in partnership with the school to ensure clear communication regarding any absence.

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Leadership and governance Needs attention

Staff report that leaders check in on their welfare and wellbeing through online calls. Leaders do not consistently monitor, evaluate, or support staff practice. They have not yet established effective systems to identify gaps in staff knowledge or provide targeted professional development. This limits opportunities to strengthen skills and raise the quality of provision. For example, leaders deploy staff without always considering children's individual needs. Staff do not consistently adapt their roles to sustain engagement or provide adequate support for children. As a result, some children disengage from activities, lose interest, and miss out on learning and play opportunities.

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Compulsory Childcare Register requirements

This setting has not 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 not 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 attending the club are pupils of the school. They know staff, arrive happily, and choose freely from some of the play opportunities available. However, some staff do not recognise the needs of the younger children and do little to engage them meaningfully. While staff provide adequate supervision for children, they are not consistently deployed well enough to support the younger children's play. Younger children run around without engaging in purposeful play or activities.

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

In the main, children behave politely. Older children try to help the younger children in their play, albeit not always effectively. At times, younger children get upset when their play is interrupted by older children telling them what to do. Staff are not aware of this because they are not close by to observe what is happening or to provide the support children need at this time. There are some staff who interact positively with children. When they observe children not engaging, for example during circle time, they invite them gently to take part in alternative activities, such as arts and crafts. Children, including those with special educational needs and/or disabilities, take great pride in sharing their work with staff and visitors.

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

Children show that they feel confident. They approach visitors to speak to them about what they are doing. Children demonstrate that they feel safe and they manage their self-care skills appropriately, such as going to the toilet and washing their hands. Although staff escort children during this routine activity, they do not consistently deploy themselves well enough to effectively supervise the younger children to make sure they receive the support they need.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare register the provider must take the following actions by the assigned date:

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Address:

Botwell House Catholic Primary School Botwell Lane Hayes UB3 2AB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: School Friend Clubs (SFC) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 17:30

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About this inspection

The inspector spoke with leaders, staff and parents 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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About this inspection

A quality assurance visit by an additional inspector was carried out at this inspection.

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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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