Gomer Breakfast and After School Club

Gomer Breakfast and After School Club

Unique reference number (URN): EY336746 Address: Gomer County Junior & Infant School, Pyrford Close, GOSPORT, Hampshire, PO12 2RP Type: Childcare on non-domestic premises Registered with Ofsted: 08/09/2006 Registers: EYR, CCR, VCR Registered person: Woodpeckers Childcare 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 Expected standard

Leaders and staff work closely with parents and school staff to reduce barriers to children's participation. They use clear prompts so that children with communication delays can understand what is expected of them. Daily activities, such as constant access to outside play, helps to reduce some frustration in those children who prefer to learn and play outside and helps to further develop their physical skills. These daily routines and activities help children to effectively engage, feel understood and listened to.

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Inclusion Expected standard

Leaders share information regularly with school staff and parents. This helps to agree consistent strategies and adjust routines based on what works well at home and school. This collaborative approach generally helps children to settle and feel supported and, overall, this approach is largely successful. However, the lack of staff means that sometimes adjusted arrangements are ineffective.

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Inclusion Expected standard

Leaders and staff work hard to provide reassurances to children and provide opportunities so that everyone can fully participate in activities. Staff are kind and listen to what children have to say. This helps children to feel that they belong, feel valued and feel safe.

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Leadership and governance Expected standard

Staff speak positively about working at the club, describing that, overall, they feel supported in their roles. Leaders meet regularly with other professionals, such as school staff, to share updates on children, review children's needs and address any issues, such as poor attendance. Leaders are very effective and have a full awareness of the club's strengths and recognise areas that need further improvement. They work closely with parents and school staff to ensure that children's needs are met, including those children who face barriers to their learning.

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Leadership and governance Expected standard

Staff have access to continuous professional development, which helps them to fulfil their roles and understand their responsibilities and enables them to provide a range of stimulating activities for children.

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Leadership and governance Expected standard

Leaders effectively communicate with parents, sending out regular newsletters to show parents the activities that their children are enjoying at the club, future events and important information, such as staffing changes. Parents feedback that their children benefit from the club, enjoy attending and that handover information from the school is transferred effectively.

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Behaviour, attitudes and establishing routines Needs attention

Although leaders and staff do use some effective behaviour strategies these are not fully consistent. This means that children do not always follow instructions and this leads to some chaotic moments, when children become disruptive. This has a negative impact on the majority of children who, largely, behave well. Routines such as snack and transitioning from outside activities to inside are generally disorganised with children shouting to make themselves heard. Leaders and staff do try to instil rules and set boundaries but, at times, these can be ineffective and the impact of too few staff becomes evident. For example, there are times during group games, when children display inappropriate behaviour, staff are preoccupied with giving reassurances to other children, which means some children do not consistently understand the impact that their behaviour has on others or face consequences for their actions.

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Behaviour, attitudes and establishing routines Needs attention

Staff build positive relationships with children and their families. Leaders work with school leaders and parents to monitor children's attendance and follow up poor attendance when needed. Staff regularly recognise moments in children's play to praise them for their positive attitude and behaviour, such as sharing and being kind to a friend. This helps to further motivate the children to be helpful and respectful.

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Children's welfare and wellbeing Needs attention

Leaders and staff are kind and gentle and demonstrate a high enthusiasm for working with young children. They work closely with the school staff to establish children's needs and preferences. Staff know children well and understand that there are times when some children may need more emotional support, such as when a parent is deployed from the nearby naval base. They recognise when children may be feeling overwhelmed and may need to talk about how they are feeling. Staff support children to play alongside others, which supports children's social skills and friendships with others.

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Children's welfare and wellbeing Needs attention

All snacks are healthy and children follow good hygiene routines, such as handwashing. Leaders and staff gather important information from families and school staff on children's medical and dietary needs and children are strictly supervised when eating. The key-person system is effective for younger children and gives an added emotional support that helps children to feel welcomed and stimulated in their choice of activity.

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Children's welfare and wellbeing Needs attention

Staff work very hard to ensure that children feel welcomed, recognised and feel safe. However, staffing gaps mean that staff cannot always respond to the needs of all children. Consequently, some children do not always receive the same attention as others while staff are dealing with disruptions. This can negatively impact children's overall wellbeing.

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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 enjoy their time at the club. They are keen to arrive and greet staff and other children, some of whom they may not have seen during the school day. Good relationships and friendships between both the staff and other children are evident. Staff know the children well and respond sensitively to their needs. They adapt their support for children's age and stage of development. This allows children to self-facilitate their own play or choose activities that are led by staff. Leaders work closely with the school staff, which helps to support those children who face barriers to their learning. As a result, leaders are aware that there are children who find some situations and/or experiences more challenging and adapt strategies to help children be safe and enjoy their time at the club.

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

Although there have been some significant changes since the last inspection, there is still an issue with staff deployment, when children's poor behaviour needs to be addressed. For example, although leaders and staff have clear strategies in place and work hard to implement them, there are still not enough staff to attend to children and also maintain a high level of engagement for the majority of children who behave well. This does have an impact on children's overall experiences and having children's needs fully met.

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

Despite this, leaders and staff are committed to making children's time at the club an enjoyable one. They provide times for children to develop friendships through group games and children learn that they must take turns and listen to what others have to say. For example, during creative tasks staff support children to uses resources safely, such as when using scissors, and remind them to share materials so that everyone can benefit. When playing outside, children are reminded of the rules and boundaries. For example, children know that they must always be in sight and listen when staff give instructions to help maintain child safety.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

embed routines and behaviour expectations and communicate these clearly with children to support children to understand what is expected of them 15/04/2026

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Action Completion Date

improve staffing arrangements to ensure that the needs of all children are met 15/04/2026

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About this inspection

The inspector spoke with leaders, 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:

Gomer County Junior & Infant School Pyrford Close GOSPORT Hampshire PO12 2RP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Woodpeckers Childcare Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50,Monday,Tuesday,Wednesday,Thursday,Friday : 03:10 - 05:45

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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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