Wraparound

Wraparound

Unique reference number (URN): 2768118 Address: Tadworth Primary School, Heathcote, Tadworth Park, Tadworth, KT20 5RR Type: Childcare on non-domestic premises Registered with Ofsted: 05/12/2023 Registers: EYR, CCR, VCR Registered person: Wraparound 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

Children play well together and learn to share and take turns. For example, while playing outside older children make sure younger children are included in games. Staff have high expectations of children's behaviour and teach them the rules of the fun club. This helps children to knows what is expected of them. Staff are sensitive to the needs of younger children and if a minor disagreement occurs, they are quick to intervene to help children resolve any challenges they face in their play. This helps children to develop their emotions and friendships with their peers.

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Behaviour, attitudes and establishing routines Expected standard

Mostly, staff promote effective routines. Children arrive and know where to place their belongings. They settle quickly into their chosen play while all children arrive at the club. However, sometimes, at snack time the routines are busy and a little rushed, this means some younger children spend longer waiting for their snacks and meals than the older children who are more independent.

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Behaviour, attitudes and establishing routines Expected standard

Leaders monitor attendance patterns and address emerging gaps quickly. Staff have robust systems in place to ensure children are accounted for. They communicate daily with parents and the school. This helps staff plan to collect children from other extra-curricular school activities. This collaborative approach ensures children are safe and supported in their routines.

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Children's welfare and wellbeing Expected standard

Staff know the children and families well. Younger children are collected from their classrooms. Staff have developed professional relationships with the children's teachers. This helps them to gather any information about the children's day to support their emotional wellbeing. Staff provide ample opportunities for children to develop their physical health. Children enjoy playing football and test their balancing skills as they safely climb small trees in the playground. Staff complete daily risk assessments to ensure that all areas used by children are safe and suitable for their needs.

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Children's welfare and wellbeing Expected standard

Staff adapt their interactions to support younger children in their chosen play. For example, they follow children's ideas as they explore insects. Staff provide children with resources, such as magnifying glasses as they study the different colours of the insects. These meaningful interactions help children to develop their curiosity about the world around them.

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Children's welfare and wellbeing Expected standard

Children demonstrate they feel safe and secure in the club. They are confident and choose where they would prefer to play, such as indoors or outside. Leaders provide children with a wide range of nutritious foods that reflect their dietary needs. Generally, mealtimes are well organised. Staff mostly ensure that children wash their hands. However, sometimes, staff do not ensure that all children have washed their hands. Staff supervision of children who are eating is effective and helps keep them safe.

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Inclusion Expected standard

From the outset, leaders gather information from parents to help them identify any children with special educational needs and/or disabilities (SEND). This includes sharing key information about children and their day. Staff are confident that they would know who to seek advice and support from if they ever become concerned regarding a children's development and wellbeing. This helps leaders and staff to have a clear understanding of how they can support children at the club.

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Inclusion Expected standard

Leaders and staff make effective adaptations to support all children. For example, staff have recently reflected on how some children may need some quiet time after a busy school day. As a result, they have implemented a quiet classroom to provide children space to rest and engage in calm and quiet activities, if they feel they wish too. This supports children's wellbeing and meets their individual needs. However, leaders recognise there are opportunities to further develop staff training, to deepen their understanding of how to support children with SEND.

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Inclusion Expected standard

Leaders and staff are committed to inclusive access. They have worked closely with the needs of the families of the children who attend the school. As such, they have implemented a flexible booking system that supports the needs of the families that attend the setting. This helps children attend regularly and benefit from the care and development opportunities provided.

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Leadership and governance Expected standard

Leaders have a clear oversight of the provision they offer for children and families. They place high priority on their staff wellbeing. Leaders implement daily reflection, discussion and regular team meetings. This helps leaders and staff to reflect on the provision they are offering. Staff report that they feel very valued and supported in their roles. Typically, leaders offer statutory professional development opportunities. However, they have not yet precisely identified training that strengthens staff practice, in particular to help staff consider how to further support children's play opportunities.

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Leadership and governance Expected standard

Leaders build effective relationships with parents and other professionals. As such, parents speak very highly about the club. They comment on how the club is valuable in their community school and that their children love attending. Staff use daily conversations to inform parents about their child's individual needs. Furthermore, leaders have developed effective partnerships with the host school. They have regular meetings with the school to discuss the needs of the children that attend. As a result, children, including those with special educational needs and/or disabilities or who face additional challenges, benefit from this joined-up approach across the club.

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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 are happy to see the club staff as they are collected from their classrooms. Children are collected safely and accounted for each day. Overall, children know the club routines well. For example, young children confidently place their belongings on their hooks and settle quickly as they access a range of play resources. Children enjoy activities that reflect their interests. This helps children to engage in meaningful conversations about their days at school. Staff know children well and ensure that their favourite resources are easily

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About this setting

available. For example, they have created a tub with sand and pretend dinosaur bones. Children thoroughly enjoy this time as they use various scoops to search for the bones.

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About this setting

Children are kind and play well together. Staff are positive role models and support children in their game and play. This helps children to understand the rules of games, such as football. Furthermore, staff support younger children to take turns as they search for ants with magnifying glasses. Children enjoy a range of physical activities that supports their health and physical development. Young children develop their hand and eye coordination as they learn to play tennis. Older children skilfully balance on climbing equipment and are active in their play.

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About this setting

Staff have developed effective partnerships with the host school. As such, they set up creative activities linked to the experiences of their school day. For example, children concentrate as they skilfully draw dinosaurs and reptiles, following a recent topic as school. Younger children work together to create houses with small building blocks and create complex patterns from linking shape puzzles. Staff engage in discussions with children about their designs and ideas. This further builds on the relationships they have with children.

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About this setting

Leaders support children with special educational needs and/or disabilities. Where needed, staff adapt activities and provide targeted support to ensure all children are included in all aspects of the club. This supports children's self-esteem and wellbeing.

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Next steps

Leaders should develop more targeted training to strengthen how staff support and extend children's play.

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About this inspection

The inspectors 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. Unique reference number (URN): 2768118

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Address:

Tadworth Primary School Heathcote, Tadworth Park Tadworth KT20 5RR

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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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