Castle Holiday Club At Finstall

Castle Holiday Club At Finstall

Unique reference number (URN): EY369895 Address: Finstall First School, Carnforth Road, Bromsgrove, Worcestershire, B60 2HS Type: Childcare on non-domestic premises Registered with Ofsted: 14/02/2008 Registers: EYR, CCR, VCR Registered person: Castle Nursery 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 have established a positive environment with clear, consistent expectations. Children understand routines, such as tidy-up time, snack procedures and the structured use of the gaming area. The use of timers and visual prompts support fairness and help children manage transitions successfully.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and respectful. Staff intervene calmly when minor conflicts arise, reminding children about sharing and cooperation. For example, during a disagreement over craft materials, children responded positively to staff guidance and quickly resolved the issue. At times, during popular creative activities, some children experience short periods of waiting due to limited resources, such as scissors and aprons. While children remain patient and independently selected alternative materials to begin their work, refining the organisation of resources would further support sustained engagement for all children.

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Behaviour, attitudes and establishing routines Expected standard

Children collaborate well across age groups. Older children demonstrate responsibility by including younger peers in play. Staff are attentive to individual preferences, such as supporting children who chose to sit alone while remaining emotionally available.

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Behaviour, attitudes and establishing routines Expected standard

Attendance during holiday periods is promoted through consistent communication with parents, including courtesy calls when needed.

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Children's welfare and wellbeing Expected standard

Children's health and safety are generally promoted effectively through established routines. Mealtimes are carefully supervised, with staff positioned at tables and circulating to support safe eating practices. Food is prepared appropriately to minimise risk, and dietary requirements are known and typically managed consistently.

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Children's welfare and wellbeing Expected standard

Children develop independence through self-care routines, such as washing hands, pouring drinks and managing personal belongings. These opportunities are regularly encouraged, and many children demonstrate growing confidence.

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Children's welfare and wellbeing Expected standard

Fire drills are practised regularly; during the inspection, children evacuated calmly and confidently, demonstrating familiarity with procedures. This supports children's understanding of how to keep themselves safe.

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Children's welfare and wellbeing Expected standard

Emotional wellbeing is supported through children's secure relationships with staff. Staff show genuine interest in children's experiences and respond sensitively to individual needs. For children attending extended sessions from 8am to 6pm, structured routines and a balance of active and quieter activities generally support their wellbeing.

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Children's welfare and wellbeing Expected standard

Children are encouraged to express preferences and make choices throughout the day, supporting their sense of belonging. Leaders and staff will continue to develop how they gather and use children's views more systematically to further inform and shape the provision.

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Inclusion Expected standard

Leaders foster an inclusive culture that reflects the diverse range of children who attend from different schools and backgrounds. Detailed information is gathered before children start and reviewed ahead of each holiday period. This ensures that leaders understand children's medical needs, family circumstances and any additional support required.

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Inclusion Expected standard

Children with special educational needs and/or disabilities are supported and reasonable adjustments are made. Staff give concise instructions, allow additional time for processing and adapt physical activities to promote participation. For example, during outdoor play, staff support children's gross motor development while ensuring they remained fully involved with peers. Leaders maintain regular communication with parents, including between holiday periods, to review strategies and respond to changes in need.

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Inclusion Expected standard

Children known to children's social care are monitored carefully, with leaders maintaining open communication with families and demonstrating awareness of their responsibilities.

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Leadership and governance Expected standard

Leaders have responded swiftly and decisively to the previous inspection findings. Required improvements relating to supervision, risk assessment and induction were implemented promptly and are now embedded in daily practice. Leaders demonstrate an accurate understanding of the setting's strengths and areas for further development.

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Leadership and governance Expected standard

The safeguarding culture has been strengthened through clearer induction processes, refresher training and reinforced expectations at the start of each holiday period. Staff articulate safeguarding procedures confidently and report feeling supported through regular discussions and accessible leadership.

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Leadership and governance Expected standard

Leaders monitor practice through ongoing communication, reflective end-of-holiday reviews and supervisions. Staff report that their wellbeing is prioritised and that leaders are approachable and responsive. Leaders value parental feedback and maintain open daily communication at drop off and collection. Parents speak positively about the provision. A small number expressed a wish for clearer information about weekly plans and children's daily experiences. This would help parents develop a fuller understanding of what children access and achieve during holiday periods.

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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 confidently and are warmly welcomed by staff, who know them well. They quickly settle into the calm, organised environment and move independently between indoor and outdoor spaces. Clear routines, such as handwashing before breakfast, lining up promptly for fire drills and using timers in the gaming area, are understood and followed. As a result, children feel safe and secure. Children build positive friendships across the wide age range of 4 to 11 years. Older children demonstrate kindness and leadership, for example, when inviting younger peers into imaginative 'restaurant' play and allocating roles

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Inspector:

Arianna Saccente fairly. Younger children are supported sensitively to develop confidence and independence. For instance, they select their own craft resources and persevere independently, while staff remain close by to offer reassurance when needed.

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Inspector:

Children known to children's social care and those with special educational needs and/or disabilities are included thoughtfully. Staff adapt their approach by giving clear instructions, allowing additional processing time and offering physical support during outdoor play. These adaptations enable children to participate fully alongside their peers. All children enjoy a range of experiences, including creative craft activities, physical outdoor play and collaborative construction tasks. They talk confidently with staff about their interests and family experiences, developing their language and social skills. Mealtimes are social occasions, carefully supervised to ensure children eat safely and manage their independence appropriately.

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Inspector:

Children achieve well in their personal development. They develop confidence, cooperation and self-esteem within a structured environment, where expectations are clear and relationships are secure. Leaders' improvements since the previous inspection are now embedded and contribute positively to children thriving.

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Next steps

Leaders should review the organisation of activities to minimise waiting times by providing sufficient resources and equipment, enabling children to access and complete activities easily and sustain their engagement. Leaders should further develop weekly communication with parents, including clearer information about planned activities and daily experiences, to strengthen partnership working and enhance parents' understanding of their children's time at the club.

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About this inspection

The inspector spoke with leaders, staff, parents and carers 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:

Finstall First School Carnforth Road Bromsgrove Worcestershire B60 2HS

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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

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