Club Excel @ Beaumont School

Club Excel @ Beaumont School

Unique reference number (URN): EY557659 Address: Beaumont School, Oakwood Drive, St. Albans, Hertfordshire, AL4 0XB Type: Childcare on non-domestic premises Registered with Ofsted: 19/02/2018 Registers: EYR, CCR, VCR Registered person: Club Excel Leisure 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 Strong standard

Behaviour is consistent across the club, and children contribute to a calm and orderly environment. Staff are clear about how they expect children to behave, and the rules of the club are discussed each morning. This ensures children have a good understanding of expectations. Staff speak to children calmly and respectfully, and they take time to explain things to children and listen to them. This gives children a sense of belonging and builds their self-esteem. When disagreements arise, staff talk children through what has happened and encourage them to consider how their actions might affect others.

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Behaviour, attitudes and establishing routines Strong standard

Routines are well established and consistent. The youngest children have opportunities to enjoy child-led play as well as completing specifically planned activities. Children develop their independence skills as they independently access the toilet, wash their hands and choose their own activities. Older children wait their turn patiently at activities. This helps maintain the smooth running of the session. Staff provide instructions to children about what will happen next. Children listen carefully, tidy up and move on to the next part of their day. This clear structure helps children manage transitions confidently.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is monitored carefully. Staff record absences and contact families, where children do not attend as expected. Leaders provide parents with information about attendance when they first start. This supports consistent routines and helps children understand the importance of regular attendance.

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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 well. They gather a wealth of information before they start and make calls to families of the youngest children to support settling in. Staff use this knowledge to tailor their provision effectively, including for disadvantaged children and those with special educational needs and/or disabilities. At the start of each day, all children complete daily emotion check ins that encourage them to become increasingly self-aware. Staff teach children to recognise and manage their emotions. They support them to recognise who they can talk to when they are in the club. A well-embedded key-person system is in place for the youngest children, providing them with a specific adult they can build a relationship with. This helps children to feel safe.

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Children's welfare and wellbeing Strong standard

Staff use snack times to talk about a balanced diet and healthy food options. Leaders give parents information about providing children with healthy food options. Children have a wealth of opportunities to take part in physical activities, including obstacle courses, inflatables and outside football sessions. Leaders ensure there is adequate inside space available for games, such as parachute play, so that children can enjoy physical activity opportunities regardless of the weather. Where children find these activities difficult or they are nervous to join in, staff take time to offer encouragement. They take time to complete the activities with them or talk with them to overcome their worries. This helps to build children's confidence.

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Inclusion Strong standard

Leaders demonstrate a highly inclusive ethos that is embedded across the club. Leaders gather information about children before they start to establish any barriers to learning they may have. Leaders take time to build relationships with families before the club starts. This helps to make any adjustments they may need to ensure all children can access all the activities available. Where information is not available before children start, staff identify individual needs quickly and accurately, particularly for children with special educational needs and/or disabilities. Staff make adjustments, as needed, while additional information is gathered. Where children attend other settings, leaders make contact to ensure they implement consistent strategies. This ensures consistency for all children.

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Inclusion Strong standard

Staff reduce barriers to participation through thoughtful adaptations and flexible approaches. They adjust environments, routines and expectations to meet children's needs, including providing tailored emotional support. For example, staff provide a quiet space for those children who would like some time away from the large-group activities. This enables children to remain engaged while learning how to manage their feelings safely. As a result, children with special educational needs and/or disabilities participate confidently alongside their peers.

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Inclusion Strong standard

Leaders take decisive action to support families during times of difficulty. Leaders work closely with local schools to offer placements to families who need it most. These places offer children who may be disadvantaged or known to social care the opportunity to build their social skills and attend a club, where they can feel safe and secure.

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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. Robust risk assessments are in place, and a smaller version is available with each activity. This ensures all staff have knowledge of how to keep children safe, when accessing each activity.

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Leadership and governance Strong standard

Leaders are always looking at ways in which to strengthen the provision at the club. Leaders make decisions firmly in children's best interests. They work closely with children who attend the club regularly to gather feedback. Leaders are on hand to observe activities and make changes or adaptations as needed. These changes often have a rapid and sustained impact. Leaders want children to have fun at the club and they believe that children's engagement in the reflection process is vital. Parents' feedback is gathered to ensure the setting can meet the needs of the whole family. Parents praise the setting's communication and describe how much their children enjoy attending.

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Leadership and governance Strong standard

Staff wellbeing and professional development are prioritised. Leaders provide a thorough induction, regular meetings and daily briefings that support staff well. Staff say they feel valued and have a considerable sense of being valued in their roles. This is demonstrated in the number of staff who return to the club each holiday season. Leaders communicate effectively and take swift action, when families need additional support. This ensures that disadvantaged children, those with special educational needs and/or disabilities and those facing barriers receive consistent, well-coordinated care.

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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 are welcomed into the club by the warm and welcoming staff team. As children arrive, staff talk to them about their interests and what they might like to do at the club. Staff use information gathered from parents to begin to build relationships. This helps children settle quickly and confidently into the club.

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

Staff work hard to provide a relaxed environment, where children feel valued and able to be themselves. Relationships between staff and children are warm and caring. Staff set clear expectations for children's behaviour. They work with them to recognise their emotions and how their actions might make others feel. As a result, children behave well, and they learn how to manage minor conflicts and their emotions from a young age. Children are encouraged to recognise and express their feelings, helping them navigate social setbacks with resilience.

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

Children are highly motivated and enjoy their time at the club. They engage in a diverse range of activities, such as football, arts and crafts and performance and dance. Younger children independently access a wide range of activities. They can either join in planned activities or stay playing. Staff are available to play with or alongside children, as they wish. Social interaction is at the heart of the club and staff support children to build friendships and gain a sense of belonging. Daily routines help children to feel secure and relaxed. Snack time provides an opportunity for children to socialise and get to know each other. This supports those who are new to the club and develops a sense of community.

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

Staff know the children well and provide sensitive, tailored care that reduces barriers to wellbeing. This is particularly effective for disadvantaged children and those with special educational needs and/or disabilities, who receive the targeted support they need to succeed alongside their peers.

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Next steps

Leaders and those responsible for governance should sustain their work to ensure continued improvement and high standards. 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.

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About this inspection

The inspector spoke with leaders, staff, parents 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:

Beaumont School Oakwood Drive St. Albans Hertfordshire AL4 0XB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Club Excel Leisure Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:30 - 17:30

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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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