Mighty Allstars at Bradfield

Mighty Allstars at Bradfield

Unique reference number (URN): 2746858 Address: Bradfield C Of E Primary School, Cock Lane, Bradfield Southend, Reading, RG7 6HR Type: Childcare on non-domestic premises Registered with Ofsted: 04/08/2023 Registers: EYR, CCR, VCR Registered person: Mighty Allstars Partnership

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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

Children behave well and show positive attitudes to attending the club. Relationships between staff and children are warm and respectful. Staff model calm and consistent behaviour management strategies. They explain their expectations clearly, supporting children to understand boundaries and regulate their behaviour. Children respond positively to staff's guidance and remain settled following intervention, demonstrating that they understand expectations well.

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Behaviour, attitudes and establishing routines Expected standard

Leaders work closely with the host school to ensure consistency in the expectations for children's behaviour across the school day and the club. Behaviour support plans are shared and reviewed collaboratively, helping children to experience continuity and security. This approach supports children who may find transitions or social situations more challenging and contributes to a calm and orderly environment.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote children's attendance appropriately. They recognise the importance of regular attendance in supporting children's sense of belonging, emotional security and continuity of routines. Parents and carers understand the value of consistent attendance. They describe how regular participation has supported improvements in children's confidence, behaviour and relationships at home. Leaders are alert to patterns of children's attendance. They work with families and the school where needed to support children to attend regularly.

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Behaviour, attitudes and establishing routines Expected standard

Routines are established and generally followed. However, some aspects of children's independence, such as handwashing and clearing plates at snack time, still rely on staff prompting children. These routines are not yet embedded consistently across all age groups. Leaders recognise the importance of strengthening these routines further so children increasingly take responsibility for themselves.

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Children's welfare and wellbeing Expected standard

Children benefit from secure and responsive relationships with staff. They demonstrate they feel emotionally safe within the club. Staff know children well and respond promptly and appropriately to accidents, incidents and emotional cues. They make calm spaces and alternative activities available. This enables children who need time to regulate or engage at their own pace to do so without feeling excluded.

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Children's welfare and wellbeing Expected standard

Leaders manage children's dietary needs and medical information effectively, working in partnership with families and the host school. Snack times support children's social interactions. Children generally demonstrate good manners and respect for one another. Leaders recognise that some children are accustomed to high levels of adult support at home and are appropriately prioritising the development of children's independence skills. Staff make sure that care practices support children's welfare effectively. However, they are still embedding routines that promote children's independence, personal hygiene and healthy choices, and these are not yet consistently child-led across the session.

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Inclusion Expected standard

Leaders create an inclusive culture and set clear expectations for all children, including those with special educational needs and/or disabilities (SEND). Staff identify children's needs promptly through close partnership working with families and the host school. They share and align support plans and behaviour strategies so that children experience consistency across the school day and the club.

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Inclusion Expected standard

Leaders take proactive steps to reduce barriers to children's participation. During shared activities, staff and peers adapt play sensitively so children can join in successfully. For example, during group sports activities, children adjust rules and pace collaboratively, ensuring that quieter children and those who need additional support participate confidently and experience success alongside their peers.

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Inclusion Expected standard

Staff intentionally develop inclusive resources and experiences. Children engage naturally with materials that reflect difference and promote understanding. This supports respectful interactions and positive attitudes. Leaders also extend their inclusive work beyond the club. For example, the host school describes how a workshop delivered by the club supported children and parents and carers to understand difference, boundaries and consent, addressing an emerging issue that had not previously been recognised.

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Inclusion Expected standard

Leaders' inclusive priorities reflect the context of the community. Although disadvantage is less visible, leaders take appropriate steps to reduce barriers through thoughtful use of funding and flexible session arrangements. Parents describe improvements in children's confidence and social relationships. Leaders ensure that staff receive appropriate training and guidance to support children with SEND, including the use of a graduated approach to identify, plan, support and review children's needs. Leaders typically review support informally and adapt practice responsively. However, they do not yet check consistently how well this support is working over time. This means they cannot always clearly show how their actions are helping children make sustained progress in their confidence, participation and experiences.

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Leadership and governance Expected standard

Leaders provide clear and responsive oversight of the provision. They work closely with the host school to align expectations around safeguarding, behaviour and inclusion. School staff describe trust in the club and effective partnership working. This includes sharing documentation, open communication with parents and carers and joint problem-solving when concerns arise.

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Leadership and governance Expected standard

Leaders make decisions that are rooted in children's best interests. They adapt staff deployment and the environment promptly when risks or emerging needs are identified and reflect openly on practice. Leaders support staff through professional discussion and recognise where further training will strengthen confidence and consistency. They take staff wellbeing and workload into account when making decisions, for example by adjusting roles and responsibilities so staff can support children effectively without becoming overwhelmed. Parents and carers describe communication as open and transparent. They value the calm and consistent presence of staff.

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Leadership and governance Expected standard

Leaders' priorities are appropriate for a developing club. They have focused on stabilising practice, strengthening inclusion and building trust with families and the school. Leaders have plans to enrich the club through outdoor and community-linked experiences that reflect children's interests and the rural context. While leaders understand the strengths of the provision, they are still developing how they review and track the impact of improvements over time.

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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 arrive confident and settle quickly into the club. They demonstrate that they feel safe, welcomed and emotionally secure. Children are greeted by staff, who know them well and provide a calm and consistent presence. This supports a smooth transition for children from the school day into the club. Children speak positively about attending the club and show a deep sense of belonging. They willingly join activities, invite others into play and take pride in being part of the group.

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

Mixed-aged play is a natural and positive feature of children's daily experiences. Older children readily support their younger peers, helping them to understand routines, join games and feel included. This strengthens friendships across age groups and builds children's confidence and leadership. During group and outdoor play, children confidently organise games, explain the rules and adapt play so that everyone can take part, including those who need additional reassurance.

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

Children experience a provision that values their ideas, interests and lived experiences. During a creative activity linked to the northern lights, children confidently share their knowledge, explaining that the phenomenon occurs in the 'Northern Hemisphere'. They model extensive language and understanding to their younger peers. Children draw on first- hand experiences, talking enthusiastically about family holidays to places such as Iceland and describing the colours they had seen in the sky. Children listened attentively to one another, building on each other's contributions and showing pride in sharing personal experiences.

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

Children who need support to regulate or engage receive sensitive support through flexible staff deployment, calm spaces and peer support. This enables them to remain part of the group. Parents and carers report that their children feel they belong at the club. They comment that their attendance has had a positive impact on children's confidence, friendships and behaviour beyond the setting.

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Next steps

Leaders should support staff to embed routines more consistently, particularly during mealtimes, so that children across all age groups develop greater independence and take increasing responsibility for personal care and shared tasks. Leaders should further develop systems to systematically evaluate and evidence the impact of inclusive arrangements over time so they can clearly demonstrate how support and adaptations improve children's participation, confidence and experiences. Leaders should continue to strengthen staff's professional development and deployment so all staff are consistently confident in their roles and deployed effectively to support children's needs, and apply agreed approaches securely across the provision.

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Address:

Bradfield C Of E Primary School Cock Lane, Bradfield Southend Reading RG7 6HR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Mighty Allstars Partnership

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50,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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About this inspection

The inspector spoke with leaders, staff, children, parents and carers and the headteacher of the host school during the inspection.

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About this inspection

This inspection was carried out under sections 49 and 50 of the Childcare Act 2006 on the quality and standards of the provision 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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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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