Hatch Warren After School Club

Hatch Warren After School Club

Unique reference number (URN): 2781131 Address: Hatch Warren Community Centre, Longcross Lane, Basingstoke, Hampshire, RG22 4XF Type: Childcare on non-domestic premises Registered with Ofsted: 13/03/2024 Registers: EYR, CCR, VCR Registered person: Dhothar, Narinderpal

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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

Leaders and staff have established clear daily routines. This helps children to settle quickly on arrival. Routines, such as moving between activities and mealtimes, are well embedded and generally understood by children. Staff act as positive role models. They encourage children to listen and respond to one another. They engage in children's play and promote conversation, including encouraging children to talk about their day. This supports their emotional wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to their time at the club and work cooperatively with others. Staff promote inclusive play and encourage children of different ages to play and learn together. Children collaborate effectively. For example, when completing puzzles, sharing resources and praising each other's work. Children with special educational needs and/or disabilities are supported through consistent routines and close adult support. This enables them to participate alongside their peers.

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Behaviour, attitudes and establishing routines Expected standard

At times, behaviour is not consistently well managed. Staff do not always reinforce expectations around noise levels and appropriate use of resources. As a result, children become overly loud at times and some use equipment inappropriately, such as pushing vehicles into walls or acting inappropriately during mealtimes. This occasionally affects the calmness of the environment and means children do not always hear instructions or engage fully in interactions. Despite this, behaviour is generally appropriate and relationships remain positive.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote regular attendance through effective communication with parents and the school. The club provides a flexible and welcoming service, including accommodating children at short notice when required.

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Children's welfare and wellbeing Expected standard

Leaders are committed to supporting children's emotional wellbeing. They provide warm interactions and consistent routines. On arrival, children are welcomed enthusiastically. Staff check in with them about their day. This helps them to feel recognised and supported. Clear daily routines, such as putting away belongings and joining group discussions, provide structure and reassurance. When needed, children including those with special educational needs and/or disabilities can access a quiet space with staff. This helps them to regulate their emotions before returning to play.

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Children's welfare and wellbeing Expected standard

Children are supported to lead healthy lifestyles. They are provided with fresh fruit at snack time. They have opportunities for physical activity, including indoor games and outdoor play on the community field. Staff supervise closely and define safe boundaries to ensure children can play safely.

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Children's welfare and wellbeing Expected standard

Children form trusting relationships with leaders and staff. They confidently share their ideas and experiences. They quickly seek out friends and engage positively in play. As a result, children are relaxed, happy and settle quickly. This demonstrates they feel safe and secure. Staff supervise effectively and reinforce safe hygiene routines before mealtimes. However, resources are not always used appropriately, which occasionally affects their condition. Despite this, children's welfare and wellbeing are well supported in a safe and caring environment.

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Inclusion Expected standard

Leaders gather information from parents and the school to help identify children's individual needs and ensure appropriate support is in place from the outset. This helps staff to understand children's routines, preferences and any additional support they may require to participate fully. Staff work closely with children and provide consistent routines to support children with special educational needs and/or disabilities. As a result, these children are included in activities alongside their peers and are supported to feel secure within the setting.

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Inclusion Expected standard

Positive relationships between staff and children contribute to an inclusive environment. Leaders encourage children of different ages to play together. They ensure all children are involved in deciding what resources and activities are available during sessions. This helps children to feel valued and promotes their sense of belonging. For instance, staff encourage younger children to join older children in football games. This helps children to build confidence and social skills. Children benefit from opportunities to make choices about their play and access activities that reflect their interests.

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Inclusion Expected standard

Parents speak positively about the staff team and the welcoming environment they create. Staff regularly exchange information with parents. This helps to maintain continuity in children's care and support. However, leaders do not always ensure that expectations for noise levels are consistently reinforced. At times, the environment becomes overly loud, which can disrupt children's play and interactions. Nevertheless, children generally play cooperatively together and benefit from the caring relationships staff have established with them.

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Leadership and governance Expected standard

Leaders provide consistent daily oversight of the club through informal observations and regular feedback to staff. Leaders have a clear understanding of the setting's strengths, particularly the positive relationships between staff and children and the welcoming environment for families. Leaders ensure staff complete mandatory training and have begun to plan for further professional development through access to local authority training platforms. However, limited opportunities for further training, particularly in behaviour management, mean that staff are not always consistent in how they manage behaviour expectations, such as reinforcing boundaries around noise and the use of resources. This reduces the overall consistency of practice across the setting.

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Leadership and governance Expected standard

Staff feel well supported and value daily access to leaders through informal conversations and communication apps. This supports information sharing and staff morale. Leaders maintain effective communication with schools to support continuity for children and ensure relevant information is shared. This helps to provide consistency for children attending after school and supports staff in understanding children's needs. Children with special educational needs and/or disabilities are supported effectively through consistent routines and close staff relationships. This helps them to participate alongside their peers and feel secure in the setting.

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Leadership and governance Expected standard

Parents speak positively about the club and staff. They highlight the caring relationships and welcoming environment. Leaders maintain regular contact with parents at collection times. This supports effective communication and reinforces positive relationships with families.

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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 confidently at the club. They quickly settle into activities with their friends. Children benefit from a welcoming environment, where staff know them well and respond positively to their interests and ideas. They make independent choices about how they spend their time and access a range of enjoyable play experiences. They particularly enjoy imaginative play, such as den building, where they cooperate with others and involve staff in their games. Children speak positively about the club and demonstrate that they enjoy attending regularly.

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

Positive relationships between children and staff contribute to a friendly and inclusive atmosphere. Children communicate confidently with adults. They readily express their preferences and needs. Children are encouraged by staff to talk about their experiences at school. This helps them to feel listened to and emotionally supported. Children, no matter their age, play well together and include one another in activities, such as group games. For example, during football games, older children adapt their play to support younger children, such as kicking the ball more gently so that everyone can participate. Additionally, this helps to strengthen bonds. Children see their parents are welcomed warmly by staff, who regularly exchange information with them at the end of sessions. This helps to support continuity in children's care.

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

Children are familiar with the routines of the club and generally follow these appropriately. They participate in hand hygiene routines, sit during group discussions and line up when moving between rooms. Children show confidence and independence as they select and tidy away resources for themselves.

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Next steps

Leaders should strengthen staff practice in managing children's behaviour to ensure expectations and boundaries are applied consistently, particularly in relation to noise levels and the appropriate use of resources. Leaders should extend professional development opportunities for staff, particularly in behaviour management, to further improve the consistency and quality of practice across the club.

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About this inspection

The inspector spoke with leaders, staff 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:

Hatch Warren Community Centre Longcross Lane Basingstoke Hampshire RG22 4XF

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,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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