FUNdays Club Ltd

Fundays Club Ltd

Unique reference number (URN): EY479978 Address: Fitzmaurice Primary School, Frome Road, BRADFORD-ON-AVON, Wiltshire, BA15 1LE Type: Childcare on non-domestic premises Registered with Ofsted: 23/09/2014 Registers: EYR, CCR, VCR Registered person: FUNdays Club Ltd

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Strong standard

Leaders establish clear, consistent routines that help children feel secure. Children understand the expectations of being 'ready, respectful and safe', and staff reinforce these principles in a manner appropriate to children's age and understanding at every opportunity. They recognise and celebrate positive behaviours quickly, using raffle tickets and personalised rewards linked to children's interests. This helps children develop independence, kindness and confidence.

p.2

Behaviour, attitudes and establishing routines Strong standard

Staff apply behaviour policies skilfully and consistently. They use timer warnings, visual prompts and regulation strategies to help children manage transitions. For some children, leaders link systems to those used in school, such as 'gem-time', which strengthens continuity and helps children learn to manage their emotions.

p.2

Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are warm and reassuring. Staff narrate where they are going and offer choices. They ensure that their praise links to the setting's expectations. For example, when children use their table manners, staff thank them for being respectful in their interactions. Children collaborate well, sharing resources and resolving conflicts with gentle guidance. When frustrations arise, staff use restorative approaches and help children practise self-help strategies. Leaders anticipate potential barriers before children start and adapt routines responsively. As a result, children, including those who face barriers to their learning, settle quickly, attend regularly and enjoy their time at the setting.

p.2

Children's welfare and wellbeing Strong standard

Leaders create a nurturing environment, where children's wellbeing is prioritised. Leaders ensure that staff know each child deeply. For example, leaders challenge staff to know what gift each child would choose. Staff use this knowledge to tailor their provision effectively, including for disadvantaged children and those with special educational needs and/or disabilities. Daily emotion check ins encourage children to become increasingly self-aware. Staff teach children to recognise and manage their emotions, using emotion signs, fidget tools and restorative conversations to build emotional resilience. Children confidently identify what they need, and staff respond sensitively. For example, staff brief some children in advance about upcoming changes.

p.2

Children's welfare and wellbeing Strong standard

Leaders promote healthy choices through everyday routines. Staff use snack times as teaching moments, where children talk about balanced diets and try new foods. They make healthier choices at home as a result. Staff use playful strategies to encourage independence in self-care. For example, a member of staff wears a character mask when teaching a child how to blow their nose. Leaders aim to enrich children's 'mind, body and heart'. They do this by promoting life-long habits and introducing new hobbies to reduce screen-time, for instance. Staff involve children in shaping activities and resources. As a result, children feel valued, emotionally secure and well supported.

p.2

Inclusion Strong standard

Leaders create a culture, where every child's needs are identified early and understood well. Before any child joins, leaders speak with families to build a clear picture of their strengths, needs and challenges. They use this information to shape personalised support from visual timetables and sensory spaces to one-to-one check ins. Staff receive detailed briefings each day and regular training so they can anticipate needs and apply agreed strategies consistently.

p.3

Inclusion Strong standard

Leaders take thoughtful, decisive action to reduce barriers for children with special educational needs and/or disabilities, disadvantaged children and those who face challenges with feelings or social interaction. Individual support plans set out precise strategies, such as advance warnings for transitions or access to ear defenders. Staff adapt routines skilfully so that children can participate seamlessly alongside their peers. Leaders work closely with parents and carers, school staff and external professionals to continually review support and refine approaches.

p.3

Inclusion Strong standard

Leaders monitor children's wellbeing closely and adjust provision when needed. Their commitment to inclusion extends to using the organisation's social enterprise model to subsidise places and widen access. As a result, children known to social care and those with additional needs thrive, benefiting from tailored support that enables them to take part fully and enjoy their time at the setting.

p.3

Leadership and governance Strong standard

Leaders are committed to providing high-quality care that makes a difference for all children. They constantly review and adapt the provision and act quickly when they identify areas for improvement. Following a recent safety incident, leaders immediately reviewed their systems and strengthened procedures, for instance. Their robust response has ensured that children are always kept safe.

p.3

Leadership and governance Strong standard

Leaders make decisions firmly in children's best interests. They closely monitor patterns, such as behaviour changes, and adapt routines to reduce pressures on children and staff. For example, leaders adapted the provision layout when attendance grew, as they swiftly identified new challenges. These changes have had a rapid and sustained impact. Leaders also use parent and carer surveys and child forums to inform change, such as recent improvements to craft provision.

p.3

Leadership and governance Strong standard

Staff wellbeing and professional development are prioritised. Leaders provide a thorough induction, regular supervision meetings and daily debriefs that support staff well. Staff feel valued and have a considerable sense of being valued in their roles. Leaders model the setting's mission and work with local authorities to share best practice across the sector. Staff work in partnership with families. Leaders communicate effectively and take swift action when families need additional support. This ensures that disadvantaged children, those with special educational needs and those facing barriers receive consistent, well- coordinated care.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children arrive at this setting knowing they will be listened to and genuinely valued. Staff know each child extremely well. Teachers bring pupils to the club each afternoon, which enables consistent communication and a collaborative approach to the care of each child.

p.4

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

Children thrive because their voices shape the setting. Through child forums and the setting's 'you said, we did' approach, they see their ideas turned into action. For example, children requested an additional snack time, and this was put in place. This gives them a solid sense of ownership. Children are clear about the purposes of their spaces. A newly

p.4

Inspector:

Alanda Phillips established 'blue room' provides a calm space, when children need time to regulate, helping them feel secure.

p.5

Inspector:

Children develop positive relationships with staff and each other which underpin children's experiences at the setting. They share joy, such as when they run outside to marvel at a rainbow together. Staff strive to understand the needs of every child and adapt to suit them. This includes children with special educational needs and/or disabilities or who are experiencing other barriers to their learning. Staff support them with consistent and personalised strategies, such as fidget toys and feelings boxes. Staff ensure that they work closely with the school and parents and carers, supporting attendance too. , Leaders and staff create a responsive environment, where children's interests lead the way. They regularly refresh activities and resources. For example, the provision for craft was reviewed last term and enhanced with new equipment. Children are building their skills as a result. Children choose how to spend their time, whether playing collaboratively, exploring

p.5

Inspector:

new materials or settling down to complete homework with gentle encouragement from staff. A deliberate focus on belonging means families and children feel part of a community. As a result, children achieve well socially and emotionally, developing confidence, independence and the skills they need for their next steps.

p.5

Next steps

Leaders should sustain their work to ensure continued improvement and high standards and to raise the profile of after-school provision in the community. They should focus on creating a transformational impact on the outcomes and experiences of disadvantaged children, those with special educational needs and/or disabilities, those who are known (or previously known) to children's social care, and those who may face other barriers to their learning and /or wellbeing.

p.5

About this inspection

The inspector spoke with leaders, staff, parents and carers and children during the inspection.

p.5

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.

p.5

Address:

Fitzmaurice Primary School Frome Road BRADFORD-ON-AVON Wiltshire BA15 1LE

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 15:00 - 17:45,Friday : 15:00 - 17:20

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.7

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.8

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.8

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.8

Urgent improvement

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

p.8