S4K - Shalford Infants

S4K - Shalford Infants

Unique reference number (URN): 2783324 Address: Shalford Infant School, Station Row, Shalford, Guildford, GU4 8BY Type: Childcare on non-domestic premises Registered with Ofsted: 16/04/2024 Registers: EYR, CCR, VCR Registered person: S4K Surrey 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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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the heart of all practice, demonstrating clear leadership that ensures children feel safe, secure and valued at all times. There is a clear and consistent approach to developing and supporting children's welfare and wellbeing. Staff build warm, secure and highly responsive relationships. Staff have an excellent and comprehensive understanding of children's individual needs, interests and motivations, enabling them to provide tailored care and support that promotes positive outcomes. As a result, children demonstrate a high level of emotional security and wellbeing and feel confident within the setting.

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Children's welfare and wellbeing Strong standard

Highly embedded and purposeful routines are expertly implemented, enabling children to develop deeply rooted healthy habits. As a result, children demonstrate independence, confident self-care and a secure sense of physical health and emotional wellbeing. Children, therefore, show a clear understanding of routines and expectations that support their safety. The environment is calm and nurturing, allowing children to rest, regulate and engage positively after the school day. Inclusive welfare and wellbeing are embedded throughout, with staff ensuring all children can access the provision and feel a strong sense of belonging. Leaders consistently place the child at the centre of practice.

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Behaviour, attitudes and establishing routines Expected standard

Leaders demonstrate effective strategic leadership of behaviour, attitudes and the establishment of clear, consistent routines, which underpin the positive culture of the setting. Children display positive behaviour throughout, supported by embedded and well-structured routines that help them understand expectations and feel secure. Positive relationships between children and staff are highly evident. Staff engage with children in meaningful conversations about their day and experiences, recognising their interests and supporting them to develop and bring their ideas together. As a result, children show highly positive attitudes to learning, remaining engaged, motivated and confident in their play.

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Behaviour, attitudes and establishing routines Expected standard

Children interact well with one another, sharing resources, showing kindness and care and working cooperatively as a group. A culture of mutual respect is clearly embedded, with children and staff demonstrating respect in all interactions. Leaders create a positive and nurturing environment, where children feel happy, safe and well cared for, which supports consistent attendance and engagement. Staff act as strong role models, demonstrating kindness and respect while promoting inclusive approaches to behaviour and routines. This ensures all children feel a sense of belonging and can participate fully.

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Inclusion Expected standard

The setting demonstrates a clear commitment to inclusive practice and shows a good understanding of how to support children with special educational needs and/or disabilities when required. Staff are trained in behaviour management and supporting additional needs, ensuring they are well prepared to respond confidently and appropriately. Systems are in place to identify children's needs from the point of enrolment through detailed safety and information forms. Leaders have high expectations for all children and are proactive in planning to work closely with parents, the school special educational needs coordinator and other professionals to ensure any barriers to participation can be effectively reduced.

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Inclusion Expected standard

Staff understand the importance of consistency and are prepared to implement strategies used within school to support smooth transitions and a sense of security for children. Leaders regularly review the provision for children with additional needs alongside parents, ensuring support remains appropriate and impactful. Ongoing daily communication with families and school staff strengthens consistency and promotes smooth transitions. The special educational needs coordinator provides guidance to staff, where needed, ensuring a cohesive approach. Funding for disadvantaged children, including early years pupil premium, where applicable, is used purposefully to enhance provision through targeted resources and additional support, such as sensory equipment or one-to-one assistance. Leaders ensure the setting is fully inclusive, with children encouraged to make choices and engage in activities that reflect their interests and needs.

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Leadership and governance Expected standard

Leaders demonstrate a clear and purposeful approach to leadership, with a clear vision focused on improving quality and ensuring effective provision across the setting. There are well-established links with the school, with a named lead maintaining regular communication with the special educational needs coordinator to support continuity of care.

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Leadership and governance Expected standard

Action plans are in place to strengthen quality assurance and leaders have begun to implement working groups to identify areas for improvement and drive ongoing development. Staff benefit from a structured induction and access to a wide range of training, including mandatory modules and an extensive online training offer. While systems to monitor training are in place, leaders should further develop these systems to monitor consistency and accountability of staff training. Supervision arrangements are appropriate with formal processes for core staff and regular informal check ins for wider team members, ensuring wellbeing and support needs are identified and addressed.

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Leadership and governance Expected standard

Leaders are proactive in streamlining systems and improving efficiency, demonstrating strong operational oversight. Plans are underway to develop centralised systems for safeguarding and first aid, alongside an in-house training platform to enhance staff knowledge. Effective information-sharing processes are in place to support children's safety and inclusion, with clear procedures for collecting and updating key information and working in partnership with parents and schools. Leadership is purposeful and forward thinking, with a clear focus on continuous improvement.

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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 at the setting happy and ready to relax after the school day. They are warmly welcomed by friendly, attentive staff, who take time to engage them in meaningful yet relaxed conversations. This helps them to feel immediately safe, valued and at ease. Staff prioritise children's emotional wellbeing, regularly checking in and showing genuine interest in their experiences. As a result, children confidently share their thoughts, feelings and humour, reflecting the secure and trusting relationships that have been carefully built. The environment is calm, nurturing and thoughtfully organised, enabling children to make

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About this setting

Unique reference number (URN): 2783324 independent choices about how they spend their time. Some children choose to unwind quietly with books or construction activities, while others eagerly participate in creative tasks. For example, children become deeply engaged in making lolly stick people, creating names, personalities and imaginative stories, or designing watches using pipe cleaners and pom-poms, showing creativity and pride in their work. Children demonstrate curiosity and sustained focus as they explore a wide range of child-led opportunities.

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About this setting

Children benefit from a rich and stimulating environment that encourages creativity, independence and collaboration. They confidently access a broad range of resources to support their ideas, extending their play through imaginative creations and storytelling linked to their crafts. Staff skilfully support this by responding to children's questions with thoughtful, age-appropriate guidance, while allowing them the freedom to develop their own ideas and problem-solving skills. As a result, children build confidence, resilience and strong social skills, working effectively alongside their peers and sharing ideas. The provision supports not only enjoyment but also the development of key life skills, including communication, teamwork and independence. Children are fully engaged and motivated, showing a sense of pride in their achievements and creations. Children thrive in a fully inclusive, child-centred environment, where their wellbeing, happiness and development are

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About this setting

at the heart of everything the setting provides.

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Next steps

Leaders should ensure that staff training is consistently monitored and that all staff access and complete additional training.

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About this inspection

The inspector spoke with senior leaders, coaches 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 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:

Shalford Infant School Station Row, Shalford Guildford GU4 8BY

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: 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

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 .

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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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