ClubsComplete at Hujjat Primary School

ClubsComplete at Hujjat Primary School

Unique reference number (URN): 2747300 Address: Hujjat Primary School, Brookshill, Harrow Weald, Middlesex, HA3 6RR Type: Childcare on non-domestic premises Registered with Ofsted: 14/09/2023 Registers: EYR, CCR, VCR Registered person: Clubscomplete 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 Expected standard

Staff build warm and positive relationships with children. They set clear and consistent expectations for behaviour. Children understand these expectations and respond well. They behave very positively and show a clear understanding of boundaries. For example, children put their own bags, coats and school books away. This supports the setting's strong routines and acknowledgement of keeping safe in the after-school club space.

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Behaviour, attitudes and establishing routines Expected standard

Staff and leaders act as positive role models. They speak kindly and treat everyone with respect. Staff encourage children to share resources and take turns during play. Children follow this guidance and work well together. Children enjoy playing and learning with their friends. They often solve problems together. For example, they work as a team to complete the jewellery they have made. They build structures and cars from LEGO. They talk about where the pieces fit and listen to each other's ideas. These experiences help children build strong friendships. They also support children's social skills and confidence.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have clear systems to record and monitor attendance. They work closely with the school to support families. Families are very positive about the care and attention the children receive in the after-school club. Leaders and staff encourage open and positive communication with parents.

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Children's welfare and wellbeing Expected standard

Staff and leaders create a welcoming and stimulating environment. Children feel safe, valued and confident. Staff set clear routines and expectations. Children understand these routines and follow them easily each day. Children explore both indoor and outdoor areas with enthusiasm. They choose activities independently. This helps them build confidence and curiosity. In the playground, children enjoy group games, such as dodgeball. They also use the climbing and play equipment safely. Staff supervise closely and encourage teamwork. These activities support children's physical development. Children strengthen their gross motor skills. They also improve their balance and coordination. Children practise taking turns and cooperating with their friends. These activities support their understanding of physical development as well as their social skills.

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Children's welfare and wellbeing Expected standard

Children build strong and positive relationships with staff. Older children often help and support younger ones. Staff speak calmly and kindly. They guide children to understand and manage their feelings. Staff encourage children to talk about their emotions and resolve small problems. They also offer calm and quiet activities, when children need time to settle. This support helps children develop emotional awareness, self-regulation and resilience.

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Children's welfare and wellbeing Expected standard

Staff and leaders promote healthy lifestyles. They encourage active play every day. They also teach children about healthy food choices. Children enjoy healthy snacks, when appropriate, and outside religious fasting periods.

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Inclusion Expected standard

Leaders promote an inclusive culture, where all children and their families feel valued and welcomed. They take time to engage with the appropriate professionals and external agencies as and when required. Staff take time to build positive relationships with each child. Leaders ensure staff are trained and aware of the graduated approach. This helps them understand individual needs and provide support. During the settling-in process, staff gather information from parents and carers about children's interests, strengths and needs. They use this information to plan activities and interactions that support each child's development. Staff remain alert to signs that a child may need additional support. When needed, they provide targeted one-to-one support to help children participate and succeed. Staff adapt activities and adjust their communication to ensure all children can take part. These small changes help remove barriers.

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Inclusion Expected standard

Leaders work closely with the host school to support children effectively. This partnership helps ensure that staff understand and respond to children's needs. However, some staff would benefit from greater awareness of the specific strategies used by the host school. A more precise understanding would help staff apply consistent approaches used by the school. Staff also work in partnership with parents. They share information and listen to parents' views about their child. This collaboration helps staff respond to each child's individual and unique needs. Together, staff and parents support children's wellbeing, confidence and development.

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Leadership and governance Expected standard

Leaders reflect regularly on the setting's context, strengths and areas for development. They set high expectations for all children. They take clear actions to provide high-quality care. Leaders evaluate the provision carefully. They identify areas to improve and act decisively to sustain progress. Leaders provide targeted professional development for all staff. They attend regular training to keep their knowledge up to date. They visit the setting regularly and provide feedback to enhance the staff's knowledge and develop the club and the activities on offer. This strengthens their practice and benefits the whole team. Leaders actively support staff wellbeing. They create a positive culture, where everyone feels valued, respected and motivated.

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Leadership and governance Expected standard

Leaders use their insight and evidence to guide improvements. They act strategically to enhance children's learning, wellbeing and development. All staff build strong, collaborative relationships with parents. They communicate clearly and this ensures parents trust the setting. Parents know their children are safe, cared for and happy. Leaders are aware of the needs of all children, including those with special educational needs and/or disabilities. They work with schools to discuss shared strategies to support children. However, some staff are not fully familiar with these strategies, which means approaches in the club are not always consistent between staff or with children's experiences in school

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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 at the club. Staff greet them warmly and by name. Staff know the children well and create a welcoming atmosphere from the start of each session. Younger children receive sensitive support when they arrive. This helps them feel safe and settled. Older children quickly join their friends and move confidently into activities.

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

Children understand the club's routines. They enter calmly and begin free play without hesitation. This helps the club feel organised and relaxed. Children move between activities independently and make their own choices. They show confidence and enthusiasm in their play. Older children play well with younger children. They include them in games and offer help when needed. For example, older children guide younger ones during outdoor games, such as dodgeball and football. This supports positive relationships between different age groups.

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

Children behave extremely well. They understand what staff expect from them. Staff give calm reminders when needed. Children respond positively and adjust their behaviour quickly. They cooperate well during play. Children share equipment and take turns. They show kindness and include others in activities.

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

Children speak confidently about what they are doing. They enjoy sharing their ideas and achievements. Many show pride in their creative work. Staff notice children's efforts and give frequent praise. This encourages children and strengthens their confidence. Children take part in a wide range of enjoyable activities. Staff plan activities that reflect children's interests. These activities help children develop important skills. Children enjoy drawing, craft and creative play. They improve their fine motor skills when threading, building and making models. They also develop problem-solving skills during games and group activities. Children show a strong sense of belonging at the club. Staff listen carefully to children's thoughts and ideas. They value children's opinions and include them in discussions about activities. This helps children develop confidence and self-esteem.

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

Staff promote children's health and hygiene well. Children wash their hands and follow good hygiene routines before eating. Staff typically provide healthy, light snacks. Children benefit from regular opportunities to be physically active. They are able to organise their own team games with friends and enjoy playing outdoors.

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

Staff communicate with the school about individual targets for children with special educational needs and/or disabilities. This helps staff support these children effectively. Overall, children enjoy their time at the club. They play happily with friends and benefit from the consistent support of staff.

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Next steps

Leaders should ensure all staff are familiar with the agreed strategies to support children with special educational needs and/or disabilities, so children have greater consistency in their experiences across the club and school.

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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

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Address:

Hujjat Primary School Brookshill Harrow Weald Middlesex HA3 6RR

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Clubscomplete Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:45 - 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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4 to 5

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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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