Isleworth Explorers

Isleworth Explorers

Unique reference number (URN): 149843 Address: Twickenham Road, Isleworth, Middlesex, TW7 7EU Type: Childcare on non-domestic premises Registered with Ofsted: 15/02/2001 Registers: EYR, CCR, VCR Registered person: Isleworth Explorers Club Committee

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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

Leaders establish clear expectations that help children understand how to behave, work together and feel secure. They ensure routines remain consistent across breakfast club, after-school care and holiday provision. This helps children know what to expect and move confidently between activities and transitions. Leaders promote a calm, respectful environment where children feel a strong sense of belonging and take pride in the setting. They also emphasise the importance of punctual arrival and regular attendance so children benefit fully from routines, activities and social time with peers.

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Behaviour, attitudes and establishing routines Strong standard

Staff model positive behaviour and use clear, consistent approaches that children quickly understand and follow. They support children to manage their belongings, care for shared spaces and cooperate with others. Staff encourage children to arrive ready to engage and help them settle quickly if they arrive at different times. Children respond well and show respect for adults and peers, developing confidence, independence and self-control.

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Behaviour, attitudes and establishing routines Strong standard

Leaders support children's emotional security by maintaining predictable routines, particularly during transitions to and from school. Children understand expectations and apply them independently, which supports smooth transitions and positive behaviour. Children confidently remind one another of routines and expectations, showing these are well embedded. For example, staff observe children independently hanging up coats on arrival and reminding peers where items belong. Leaders reinforce punctuality by welcoming children promptly and ensuring they join activities without disruption. As a result, children show positive attitudes, cooperate well and enjoy being part of a settled and well-organised setting.

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Children's welfare and wellbeing Strong standard

Children feel safe, secure and well cared for. Adults know children well and build strong, trusting relationships that help children feel confident and emotionally supported. Children settle quickly because familiar staff welcome them warmly and follow predictable routines. These routines help children understand what will happen next and who will help them, which supports emotional security throughout the day.

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Children's welfare and wellbeing Strong standard

Staff actively support children's emotional wellbeing by responding sensitively to their needs. They recognise when children need reassurance, quiet time or opportunities to be active and adapt support accordingly. Children feel comfortable talking about their day or asking for help, knowing adults listen and respond calmly. Staff support smooth transitions between school and the setting, which helps children remain settled and relaxed.

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Children's welfare and wellbeing Strong standard

Children's physical wellbeing is promoted through healthy food choices and opportunities for movement. Children enjoy nutritious breakfasts and snacks and make their own choices, which supports independence and healthy habits. Physical activities, such as yoga and outdoor play, help children manage their energy levels and emotions and support their overall wellbeing. For example, staff use calm conversation and children's interests during the walk back from school to help children relax and feel reassured. Children arrive settled and ready to enjoy their time. As a result, children are happy, confident and thrive in a nurturing and supportive environment.

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Inclusion Strong standard

Leaders create an inclusive setting where all children, including those with special educational needs and/or disabilities (SEND), feel welcomed, understood and supported. They identify children's needs quickly, including emerging SEND, and work closely with parents, schools and external professionals to gather information and agree consistent approaches. Leaders take prompt action to reduce barriers to children's wellbeing so that children can take part fully and confidently in all aspects of the setting.

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Inclusion Strong standard

Staff adapt routines, communication and expectations to meet children's individual needs. They use calm, predictable approaches and positive language to help children manage transitions, emotions and social situations. Staff apply agreed strategies consistently, which helps children with SEND feel secure, included and able to learn alongside their peers.

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Inclusion Strong standard

Leaders ensure inclusive practice remains consistent across breakfast club, after-school care and holiday provision. They share information clearly within the team so that all adults understand children's needs and how best to support them. Leaders monitor children's emotional wellbeing and engagement closely and adjust support when needed so it continues to have a positive impact. For example, staff provide consistent one-to-one support and sensory comfort strategies for children who find transitions challenging. Over time, children become calmer, join routines confidently and engage positively with other children. As a result, children experience a nurturing environment where differences are recognised, respected and supported.

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Leadership and governance Strong standard

Leaders provide clear and committed leadership that ensures children experience a safe, well-organised and welcoming setting. They understand the needs of the community and make thoughtful decisions that support children and families across breakfast, after-school and holiday provision. Leaders prioritise strong relationships, consistency and continuity, which helps children feel secure and confident in their care.

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Leadership and governance Strong standard

Leaders work closely with the local authority and other professionals to inform their practice and maintain oversight of safeguarding, inclusion and daily operations. Regular staff meetings and open communication help ensure expectations are clear and staff feel supported. Leaders are approachable and reflective and encourage professional discussion so staff can share experiences and learn from one another. This creates a positive working culture that benefits children's day-to-day experiences. For example, leaders responded flexibly to an unexpected school closure by extending provision at short notice so children could remain in a familiar environment and families felt fully supported.

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Leadership and governance Strong standard

Leaders routinely reflect on practice and seek feedback from parents, children and professionals to help shape improvement. They recognise the importance of keeping systems and knowledge current as guidance evolves and are taking steps to strengthen how updates and learning are shared across the team. This supports staff confidence and helps maintain consistent practice. Overall, leadership ensures the setting remains responsive, caring and focused on securing positive outcomes for children.

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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

Leaders ensure that children experience a safe, welcoming and familiar environment where they feel secure and valued. Children arrive confidently, greeted by adults who know them well and understand their individual needs. Clear routines across breakfast club, after-

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About this setting

Unique reference number (URN): 149843 school care and holiday provision help children feel settled and ready to enjoy their time at the setting. Leaders place strong importance on relationships and continuity, which helps children feel a strong sense of belonging and emotional security.

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About this setting

Staff support children to build positive friendships and develop strong social skills. They model kindness, respect and calm behaviour, which children reflect in their interactions with one another. Children enjoy choosing how they spend their time and feel confident to share ideas and make decisions. Staff know when children need encouragement, reassurance or space to relax, and respond sensitively so children feel listened to and supported.

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About this setting

Leaders make sure children thrive because their wellbeing and happiness are prioritised. Children enjoy healthy snacks, opportunities for physical activity and relaxed conversations with adults. For example, staff use children's interests to support calm transitions from school, talking with them about activities they are looking forward to on arrival. This helps children feel in control, relaxed and ready to enjoy their time. As a result, children are happy, confident and leave the setting feeling safe and cared for.

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Next steps

Leaders should continue to build on existing effective practice by strengthening self- evaluation and ensuring updates to the early years foundation stage and statutory guidance are shared consistently through staff meetings, supervision and professional development so all staff remain confident and reflective in their practice and children continue to benefit from high-quality provision.

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About this inspection

The inspector spoke with leaders, practitioners, 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:

Twickenham Road Isleworth Middlesex TW7 7EU

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Isleworth Explorers Club Committee

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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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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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