Limitless Kids After School Club (Haresfield)

Limitless Kids After School Club (Haresfield)

Unique reference number (URN): EY551429 Address: Haresfield C Of E Primary School, Haresfield, Stonehouse, Gloucestershire, GL10 3EF Type: Childcare on non-domestic premises Registered with Ofsted: 18/09/2017 Registers: EYR, CCR, VCR Registered person: Limitless Kids 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

Staff create a calm and positive atmosphere. They model positive behaviour, set expectations for children and typically communicate messages that help children understand the club's rules. Staff encourage older children to take responsibility and support younger children, for example, through the 'Buddy Programme' they have established. Staff use strategies that align with those of the school to support all children, including those with special educational needs and/or disabilities. This ensures that children experience consistent guidance and understand established routines.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are positive. Staff promote positive attitudes to learning by praising children throughout the session. Children are motivated, confident learners who collaborate and show pride in their achievements. For example, children are keen to show visitors their artwork or maths games they have completed.

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Behaviour, attitudes and establishing routines Expected standard

Children have formed friendships with their peers and are keen to have a go at all the activities on offer. Staff promote independence effectively. They encourage children to practise important skills, such as clearing their plates and tidying away toys.

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Behaviour, attitudes and establishing routines Expected standard

Leaders generally narrow barriers to participation, including attendance, and take decisive action to support families. For example, they work closely with the school, arrange specific equipment and seek external guidance when necessary.

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Children's welfare and wellbeing Expected standard

Leaders and staff know the children and their families well. Staff create a warm and nurturing environment where laughter and meaningful conversations take place. Children show they are confident, know routines and respond positively to the genuine care they receive.

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Children's welfare and wellbeing Expected standard

Staff recognise that some children face barriers to learning and understand that each child is unique. For example, they adapt routines and the environment effectively to meet individual needs. When children struggle to join activities, staff provide timely support and encouragement. This helps children build confidence and engage with their peers.

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Children's welfare and wellbeing Expected standard

Children form secure relationships with their key person. They understand daily routines and move confidently between activities. Children independently select resources that interest them and show curiosity in their learning. Staff provide opportunities for children to develop their physical skills, such as children practise badminton, ride bikes and use climbing equipment safely.

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Children's welfare and wellbeing Expected standard

Staff promote hygiene practises and healthy lifestyles well. Children learn about healthy food choices and keeping themselves safe. They also explore feelings during activities, such as 'National Mental Wellbeing Week', which supports their understanding of emotions and safety.

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Inclusion Expected standard

Leaders create an inclusive culture where every child feels valued and supported. They identify children's individual needs quickly through careful observation, close communication with parents and collaboration with schools. Staff respond to these needs with consistent, calm and structured support, ensuring that all children understand routines and boundaries.

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Inclusion Expected standard

Leaders remove barriers to learning and wellbeing by implementing reasonable adjustments and targeted strategies. They adapt activities, such as physical play and sensory circuits, so children with mobility or developmental needs can participate fully. They provide visual supports, timers and clear expectations to help children regulate their emotions and engage successfully. Leaders ensure that children experience consistency by aligning strategies with school targets, promoting continuity of care.

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Inclusion Expected standard

Leaders monitor children's progress closely, reviewing support plans regularly and adjusting strategies when necessary. They train staff and provide ongoing guidance to meet individual needs effectively. Leaders work collaboratively with families, teachers and external agencies to ensure that children receive tailored support that enhances their learning and wellbeing.

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Leadership and governance Expected standard

Leaders demonstrate a clear commitment to providing high-quality care and continually reflect on their practice to improve outcomes for children. They review provision regularly and implement changes that strengthen the quality of the club.

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Leadership and governance Expected standard

Leaders demonstrate they are committed to professional development for both themselves and their team. They accurately identify training needs and ensure that staff have access to high-quality, relevant learning opportunities. Leaders build specialist knowledge within the team to support effectively children who face barriers to participation.

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Leadership and governance Expected standard

They actively promote a positive and inclusive team culture, prioritising staff's wellbeing and ensuring that workloads are manageable. Leaders maintain effective and supportive working relationships with staff, offering regular guidance and constructive feedback. They encourage reflective practice, motivating staff to research, innovate and implement new ideas that enrich and enhance children's experiences.

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Leadership and governance Expected standard

Leaders and staff quickly identify children who require additional support, including those with special educational needs and/or disabilities. They put appropriate plans in place and work closely with parents and the school to help children make progress. Parents state that their children enjoy attending the club and value the varied activities and clear communication about daily routines.

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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

The after-school club provides a welcoming, inclusive environment where children feel happy and settled. Staff greet children warmly as they arrive, as children eagerly chat with friends about their school day. Clear, well-embedded routines help children settle quickly and confidently. Staff create a calm atmosphere during registration. Children show that they know and trust the adults, and staff respond with genuine interest and encouragement. Older children take responsibility by developing a buddy programme to support younger

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Address:

Haresfield C Of E Primary School Haresfield Stonehouse children. They guide them through routines, model positive behaviour and help them feel included. This strengthens relationships and builds a sense of community within the club.

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Address:

Children confidently choose resources and select activities that interest them. Staff organise the environment, so children can access materials independently. For example, children clear tables after snack and choose what they would like to eat. Staff encourage all children, including those with special educational needs and/or disabilities, to try a range of activities. They adapt tasks where necessary and provide appropriate support, so every child can participate fully. For example, staff provide appropriate equipment, such as specialist chairs for children who need additional support.

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Address:

Staff build partnerships with parents and maintain open communication. They understand each child's individual needs and adjust their approach accordingly. This helps children feel secure, valued and confident in their surroundings.

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Address:

Staff work closely with the school to share information and coordinate support. They monitor attendance carefully and follow up any concerns without delay. They communicate regularly with teachers and school leaders to ensure consistency in care and expectations. By taking this proactive approach, staff identify and address any barriers to attendance quickly. They actively ensure that all children can access the club and receive the support they need. Children engage enthusiastically, try new experiences and develop confidence in a safe and supportive environment.

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About this inspection

The inspector spoke with leaders and practitioners 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. Gloucestershire GL10 3EF Type: Childcare on non-domestic premises

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About this inspection

Registered person: Limitless Kids Partnership

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About this inspection

Operating hours: Tuesday,Wednesday,Thursday : 15:15 - 17:15

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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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