WrapAroundCare4u @ Ryvers School

WrapAroundCare4u @ Ryvers School

Unique reference number (URN): 2754796 Address: Ryvers School, Trelawney Avenue, Slough, SL3 7TS Type: Childcare on non-domestic premises Registered with Ofsted: 12/10/2023 Registers: EYR, CCR, VCR Registered person: WrapAroundCare4u 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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Inclusion Strong standard

Leaders take time to get to know children well and have a secure understanding of those who attend. They work closely with school professionals to ensure highly effective care and support for all children, particularly those who are disadvantaged.

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Inclusion Strong standard

Staff remain vigilant to any changes in children's wellbeing, enabling timely and sensitive intervention. For example, they recognise that some children require different types of support, such as access to quiet spaces where they can relax. Leaders ensure that all children, including those facing barriers to their learning or wellbeing, benefit from enriching activities that keep them engaged and motivated.

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Inclusion Strong standard

Specialist training, including a focus on emotional regulation, has had a significant impact on outcomes for children. Staff now allow children more time to process information, adapt resources effectively and introduce alternative materials to support participation. Leaders use funding strategically to support children's individual needs and future outcomes.

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Inclusion Strong standard

Staff have embedded a deeply inclusive culture in which every child is recognised and valued as an individual. They place high importance on children's ideas and follow through on their suggestions, such as making decorations of stars and moons in preparation for the celebration of Eid. Staff consistently ensure that children's diverse backgrounds and festivals are recognised and celebrated.

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Behaviour, attitudes and establishing routines Expected standard

Staff use a variety of strategies to support children's understanding of communication. They ensure that expectations are clear for all, including those who speak English as an additional language and those who may face barriers to their learning or wellbeing. Staff actively involve children in setting rules for behaviour, fostering a sense of ownership as children contribute to discussions alongside staff. Kindness and respect are consistently promoted, and children are given responsibilities that encourage empathy, such as supporting new children in settling in. All children demonstrate kindness and care towards one another, and develop secure relationships with their peers.

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Behaviour, attitudes and establishing routines Expected standard

Staff implement risk assessments highly effectively, and children demonstrate a secure understanding of safety procedures. For example, they know to wear high-visibility vests and walk calmly across the playground to their designated outdoor play areas, when collected from school. Staff also use questioning to encourage children to think about the next steps in their routine. However, at times, these discussions are too lengthy, which leads to some children becoming restless while waiting and impacts the smooth flow of transitions. The highly effective relationship and clear communication with the host school creates a secure environment, and a supportive bridge that fosters a collaborative approach. For example, staff align strategies to support self-regulation and help children manage their emotions. This consistency promotes regular attendance and ensures that all children feel safe, secure and a strong sense of belonging.

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Children's welfare and wellbeing Expected standard

Staff promote children's independence skills well overall. They engage children in discussion about daily routines, and children demonstrate a clear understanding of these. For example, they confidently put away their own bags and coats on arrival at the club and settle down for their snack.

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Children's welfare and wellbeing Expected standard

Staff promote healthy eating highly effectively. They provide a wide range of healthy, nutritious foods that meet different dietary preferences. Children confidently try new foods, such as exotic fruits, and actively discuss new tastes with one another. Staff provide children with small tasks, and children take pleasure in taking responsibility for selecting their own healthy snacks. This supports their understanding of making healthy choices. Leaders are planning to introduce further serving tools to develop independence and future life skills even further. However, this has not yet been introduced.

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Children's welfare and wellbeing Expected standard

Staff listen to children and value their opinions and ideas. They encourage children to discuss the rules of team games and adapt activities in response to their suggestions. This supports the development of children's negotiation skills and helps them build positive relationships.

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Children's welfare and wellbeing Expected standard

Relationships between staff and children are warm and caring. Staff use approaches such as visual aids and discussion to support children in expressing their feelings. For example, children talk about what has made them happy at school during the day. This supports them in understanding and managing their emotions.

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Leadership and governance Expected standard

Leaders reflect effectively on the overall provision and take thoughtful action to improve outcomes for children. For example, they have identified that some children, particularly those who speak English as an additional language, can find the initial transition into the setting challenging. In response, leaders have strengthened the breakfast provision by offering a wider range of nutritious snacks. This has had a positive impact on children's engagement and supports them to feel settled and ready to learn. However, monitoring is not yet consistently precise enough to identify further areas for development that would enhance the provision even more.

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Leadership and governance Expected standard

Staff establish strong, trusting relationships with parents from the outset. Parents speak highly of the setting, describing staff as warm, nurturing and approachable. They value the strong communication and the way staff take time to get to know both the children and their families well.

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Leadership and governance Expected standard

Leaders support staff effectively through a range of professional development opportunities that reflect both the needs of the children and the setting's values. At the start of each year, external trainers are engaged, and staff views are actively sought to shape the training programme. As a result, staff feel well supported and report high levels of job satisfaction.

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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

Staff provide a warm, nurturing and inclusive environment. They build strong, positive relationships with children, which help them to feel secure and confident to explore. All children benefit from consistent encouragement and sensitive support. They are happy, motivated and fully engaged in the experiences staff provide.

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

Staff provide a broad range of engaging and purposeful activities that complement children's learning at school. During water play, reception children demonstrate sustained interest as they explore early mathematical concepts, such as 'full' and 'empty'. They pour and fill containers with confidence, experiment with different-sized jugs and observe how water flows and changes. This strengthens their understanding of capacity and cause and effect.

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

Children show a strong sense of curiosity, particularly during outdoor learning. Alongside their friends, they actively search for bugs within the natural environment and respond with excitement when they discover them. Staff engage children in discussion, ask open-ended questions about habitats and encourage them to consider why insects live in certain places. This deepens children's critical thinking skills and understanding of the world.

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

Children participate enthusiastically in ball games with their peers. They take safe risks as they practise new physical skills, such as aiming, catching and moving with increasing control. This builds on their coordination and developing physical skills. All children build confidence in their abilities, engage positively with others and develop important teamwork skills.

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

Children delight in creative activities. They explore different materials and techniques to create their own work. They make independent choices about how to use resources and take safe risks as they try out new ideas and approaches. They take pride in their achievements and eagerly share their creations with others, demonstrating growing confidence and a strong sense of accomplishment.

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Next steps

Leaders should strengthen the organisation of children's routines to ensure that transitions are consistently smooth for all children. Leader should strengthen the monitoring of the provision to further enhance the provision and outcomes for children.

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About this inspection

The inspector spoke with the provider, staff, children and parents 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:

Ryvers School Trelawney Avenue Slough SL3 7TS

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Address:

Type: Childcare on non-domestic premises

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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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