GetActive@WessexPrimary

GetActive@WessexPrimary

Unique reference number (URN): 2749811 Address: Wessex Primary School, St Adrians Close, Maidenhead, SL6 3AT Type: Childcare on non-domestic premises Registered with Ofsted: 14/08/2023 Registers: EYR, CCR, VCR Registered person: RSR Sports Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Staff have established a positive environment in which behavioural expectations are clearly communicated to all children. The children behave well, are polite and follow the club rules. Children across different age groups engage collaboratively in play, interact respectfully and willingly share toys and resources. Staff encourage children to collaborate and build positive interactions by modelling positive behaviour. Staff regularly recognise and praise children for following the rules and making good choices.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff and children develop warm relationships, demonstrated by meaningful interactions and shared activities. Children are eager to engage in conversation with staff and take part enthusiastically in games, reflecting a nurturing and supportive environment.

p.2

Behaviour, attitudes and establishing routines Expected standard

The provision is structured to meet the varied age ranges and interests of the children within the setting. For example, older and younger children work together to build a village using small-world resources. The children are highly engaged in play together, discussing where buildings should go and explaining their choices. Resources are readily accessible, and designated quiet areas are available for children who may require additional support.

p.2

Children's welfare and wellbeing Expected standard

Staff teach children to be safe and manage their personal safety through a variety of effective methods. These include agreed procedures for outdoor play and registering with staff on arrival at the different start times. This helps children develop an understanding of their own safety.

p.2

Children's welfare and wellbeing Expected standard

Overall, leaders and staff promote children's health and wellbeing effectively. Children are encouraged to follow hygiene routines, including washing their hands before meals and after using the toilet. A selection of nutritious food, such as fruit, vegetables and breadsticks, is available for children. Access to the outdoor environment allows children to participate in activities, such as ball games, when weather conditions permit. However, children do not consistently benefit from the high-quality sports-based activities that leaders intend to provide. Although staff receive training to promote different sports, the effectiveness and impact of this is not monitored closely enough.

p.2

Children's welfare and wellbeing Expected standard

Staff build professional relationships with parents and proactively support children with both identified and unidentified needs. They possess in-depth knowledge of the children through their experience within the school and regularly consult with relevant school staff to coordinate care. Staff communicate with parents effectively through daily handovers at the end of the session.

p.2

Inclusion Expected standard

Leaders actively identify and address children's individual needs as they join. They use detailed information from parents and regular communication with families and schools to ensure timely support and necessary adaptations. Measures are implemented to support all children, including those with special educational needs and/or disabilities (SEND). For example, leaders and staff provide sensory equipment and make reasonable adjustments to ease transitions from school to the after-school club. Some staff members work at both the school and the club, enhancing their understanding of individual children's needs and enabling them to provide effective, coordinated support.

p.2

Inclusion Expected standard

The after-school club staff work together with parents, the school and head office leadership. Daily conversations between staff and teachers at the end of the school day help maintain positive communication. Leaders collaborate with families to provide support for everyone. The provider gives free places to children who are not eligible for funded places but would benefit from the sessions. Leaders are committed to ensuring that all children have equal access to these opportunities.

p.3

Inclusion Expected standard

Staff are offered support and training from specialists within the wider company, as well as online training sessions. This helps staff to offer tailored care for children with SEND.

p.3

Leadership and governance Expected standard

Leaders incorporate staff wellbeing and workload considerations into their decision-making effectively. Staff members report feeling supported and can request assistance as needed. Leaders maintain clear procedures for staff development through regular in-person and online meetings. They also provide a range of training, including teaching staff how to deliver different sports and games. However, leaders do not have effective systems to monitor that staff are able to deliver the intended sporting activities. Some staff are not fully clear on how to support children's outdoor play as leaders envisage.

p.3

Leadership and governance Expected standard

Staff access mandatory training, such as on first aid and safeguarding. They use an online training platform that enables them to choose and complete courses to support their practice.

p.3

Leadership and governance Expected standard

Parents praise the after-school club for good staff communication, sharing school updates and promptly notifying them of minor incidents online. This collaboration supports continuity for children.

p.3

Leadership and governance Expected standard

Leaders and staff are committed to inclusivity, welcoming and supporting families effectively. When children are identified as having development gaps, prompt measures are implemented, including effective communication with the school and families to provide appropriate support for the child.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children enjoy attending the after-school club, settling in quickly and happily thanks to the welcoming and approachable staff. After a busy day at school, they enter the club with eagerness and excitement, ready to take part. Children quickly put away their belongings, join the group for registration and then choose from the variety of indoor activities set up for them.

p.4

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

Children consistently demonstrate positive behaviour. They display a clear understanding of established routines and follow them consistently. During snack time, they wash their hands

p.4

Address:

Wessex Primary School and confidently choose from a variety of healthy fruits and vegetables provided.

p.5

Address:

Children build positive relationships with staff and demonstrate confidence as they interact throughout the club, taking part in a variety of activities and games. They are positive about their experiences and know who to ask for help when needed, demonstrating that they feel safe and secure in the environment.

p.5

Address:

Children form friendships with peers of different ages while at the club. They like playing active games outside and sharing stories about their day, often gathered around the art table. Older children show kindness to younger children by helping them with tasks like tidying up their belongings and respecting club routines, such as letting the younger members sit down for snacks first.

p.5

Address:

Staff are responsive to children's interests and needs, making adjustments as needed. For example, they provide quiet spaces for children who require them, enabling participation for all children, including those with special educational needs and/or disabilities.

p.5

Next steps

Leaders should enhance the monitoring of staff practices to identify where any additional, targeted support is needed to enable children to consistently benefit from the intended programme of activities.

p.5

About this inspection

The inspector spoke with leaders and practitioners during the inspection.

p.5

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. St Adrians Close Maidenhead SL6 3AT Type: Childcare on non-domestic premises

p.5

About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:10 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.6

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.7