Houghton Wraparound Care

Houghton Wraparound Care

Unique reference number (URN): 2766146 Address: Houghton Primary School, Chapel Lane, Houghton, Huntingdon, PE28 2AY Type: Childcare on non-domestic premises Registered with Ofsted: 08/12/2023 Registers: EYR, CCR, VCR Registered person: ActivePlay Education 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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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive behaviour from the moment they are collected from school. Older children confidently support younger children, for example, by helping to carry school bags as they walk to the club. Children display a clear understanding of established safety routines, such as waiting at the locked gate on arrival and responding promptly to their name when the register is taken. Leaders set clear and consistent expectations for behaviour that are generally well understood by both staff and children. These include the golden rules, which the children were actively involved in creating, helping them to understand and take ownership of expected behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Staff are warm and caring role models, which children respond positively to. They spend time sitting with children, joining in their games and demonstrating how to politely ask for help and how to regulate their emotions and share resources. Children's key workers know them well through careful monitoring and information gathered from parents, teachers and other professionals. Key workers respond promptly and appropriately, offering reassurance when children are worried, emotional or tired.

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Behaviour, attitudes and establishing routines Expected standard

The club encourages good punctuality and regular attendance. Leaders keep a close eye on attendance patterns and respond quickly to any emerging gaps. Staff communicate daily with parents and the school to support smooth transitions. This collaborative approach typically helps children settle quickly and benefit from familiar routines.

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Children's welfare and wellbeing Expected standard

Leaders place a clear emphasis on children's welfare and wellbeing. Key workers prioritise getting to know children well from the outset, helping them to settle smoothly into the club. This is reflected in the positive sense of belonging children show during their time at the club and the positive relationships they have with the staff, such as seeking them out when they are needing reassurance.

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Children's welfare and wellbeing Expected standard

Staff work closely with parents and school staff to support the welfare and wellbeing of children with special educational needs and/or disabilities. There are resources in place to support children's self-regulation of emotions, which have been adapted to meet the needs of all the children. Staff generally promote children's health and wellbeing well. They provide a range of healthy and nutritious snacks, sitting with children to encourage safe eating habits. However, staff do not always make full use of opportunities to deepen children's understanding of good oral hygiene.

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Children's welfare and wellbeing Expected standard

Children benefit from physical activities that promote fitness and coordination, alongside quieter opportunities for creative play. Staff support children to keep themselves safe during play, including during physical activities. However, they do not fully support children's understanding of how to stay safe in sunny weather.

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Inclusion Expected standard

Leaders foster an inclusive culture, where every child feels valued and supported. They typically identify children's individual needs promptly through close communication with parents and effective collaboration with the host school. This ensures that leaders understand children's medical needs, family circumstances and any additional support required.

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Inclusion Expected standard

Staff provide calm and structured support, helping all children to understand routines and boundaries. Leaders remove barriers to learning and wellbeing by implementing reasonable adjustments and targeted strategies. For example, they create a quiet space where children can go to when they need time to regulate their emotions alone. Leaders provide books, teddies, visual communication tools and clear expectations to help children regulate their emotions and engage successfully. Leaders ensure consistency by aligning strategies with advice from other professionals, promoting continuity of care. Children and their families are actively involved in decisions about how funding is used to support the children's needs.

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Inclusion Expected standard

Leaders monitor children's progress closely, reviewing the support in place regularly and adapting strategies when needed. They train staff and offer ongoing guidance to ensure individual needs are met effectively. Leaders work in partnership with families, teachers and external agencies to ensure children receive tailored support that promotes their learning and wellbeing.

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Leadership and governance Expected standard

Leaders provide a welcoming and well-organised club that meets children's needs. They have a clear vision to create a nurturing environment, where children can relax and unwind after the school day. Partnership working is effective. Leaders work closely with the host school to ensure continuity for children. Information is shared efficiently between staff, the school and parents. For example, messages from teachers are noted and passed on to parents.

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Leadership and governance Expected standard

Staff report that they are supported to fulfil their roles effectively. They complete the required training and have a clear understanding of key procedures, including safeguarding. Frequent appraisals aid staff to identify their training needs and promote their wellbeing.

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Leadership and governance Expected standard

Leaders generally reflect effectively on the overall provision and take thoughtful action to improve outcomes for children. For example, a current priority has been ensuring that resources meet the needs of all children across different ages and abilities.

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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 happily and settle quickly into this warm and welcoming club. They are greeted by familiar staff who know them well, contributing to a calm and organised environment. Children move confidently between activities and show a good understanding of routines. For example, children know where to put their coats and bags and then settle at an activity of their choice from the start of the session. They behave respectfully and demonstrate consideration for others. When children first join the club, they settle in quickly, referring to it as a 'play date' after school.

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Inspector:

Joanne Goldsmith Children take part in a wide range of activities. Younger children enjoy small-world play, play dough and creative opportunities, while older children independently choose from running games, reading and craft activities. Staff organise resources effectively so that children of all ages can access them with ease. Children play cooperatively across different age groups, including one another in their play. Staff provide opportunities that reflect children's interests, ages and stages of development. For example, younger children run around outside with hobby horses, while older children explore horse-themed word searches. Leaders also use information from the host school to plan activities that link to children's learning at school, supporting continuity in their experiences.

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Inspector:

Children feel safe and secure and enjoy a clear sense of belonging in the club. Staff create a nurturing atmosphere, where children can relax after the school day. For example, children who may be a little sad when arriving at the after-school club are supported to settle and regulate their emotions. Children feel comfortable approaching staff to discuss what has happened during their school day, and staff provide reassurance when needed. Staff respond to children's ideas about activities and resources to purchase, ensuring that their voice is heard and valued. This helps children feel included and respected. Children also develop a sense of responsibility. For example, they tidy resources when asked to and help clear away after their snack. Children benefit from access to outdoor play and enjoy using the equipment available in both the club garden and the school playground. They run around energetically and return indoors calmly, following the golden rules of the club.

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Next steps

Leaders should consider ways to further enhance the promotion of good oral health of children. Leaders should strengthen the promotion of sun safety, so that children understand how to stay healthy in hot weather.

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About this inspection

The inspector spoke with leaders, staff, parents 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:

Houghton Primary School Chapel Lane, Houghton Huntingdon PE28 2AY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: ActivePlay Education Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:40,Monday,Tuesday,Wednesday,Thursday,Friday : 03:15 - 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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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