Wraparound

Wraparound

Unique reference number (URN): 2768119 Address: Walton-on-the-hill Cp School, Walton Street, Walton On The Hill, Tadworth, KT20 7RR Type: Childcare on non-domestic premises Registered with Ofsted: 04/12/2023 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 are friendly members of this club and they make friendships across all ages. Staff are fun as they play games with the children. This helps promote a positive environment within the club.

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Behaviour, attitudes and establishing routines Expected standard

Behaviour expectations and routines in the setting are, generally, well established. Staff provide clear routines and, overall, hold high expectations that typically support children's behaviour. Children know the routines at the start of the session and put their belongings away. Older children are kind and help younger children to take part in group games. Staff are positive role models and help children to develop their manners at social times. In some transitions, when children have finished using play equipment, staff do not remind children to tidy away before they move on to their chosen activity. As such, some children are not always clear of the behaviours expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have robust systems in place to monitor children's daily attendance at the holiday club. They make their expectations clear to parents before children start at the club and follow the procedures in place to promote regular attendance. This helps ensure the ongoing safety of children.

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Children's welfare and wellbeing Expected standard

Children develop positive relationships with staff. Staff take the time to get to know them and their families well. Children often invite staff into their chosen games. Overall, staff plan activities for the children that are of interest to them. Older children are kind as they help younger children learn new board games with rules. When children come into the club later, due to attending clubs in the host school, staff speak to them about their time in the school club. Staff show a real interest in the creations that children have made. This helps children feel proud of their achievements and supports their wellbeing.

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Children's welfare and wellbeing Expected standard

Staff have established effective daily club routines to support children's care, including children with special educational needs and/or disabilities. Staff remind younger children to wash their hands before snack time. They talk about the benefits of regularly drinking water to stay hydrated as they play. This helps children develop healthy habits for the future.

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Children's welfare and wellbeing Expected standard

Leaders have made improvements to the environment inside to further children's physical development. Staff use these opportunities as children play to help them to understand how to keep themselves safe. For instance, they remind children how to build dens safely.

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Inclusion Expected standard

Leaders work with parents to gather information and identify if children need any adjustments or support. Staff demonstrate the appropriate skills and knowledge to support children who may face barriers while attending the club. Overall, staff demonstrate a secure understanding of children's individual needs. They make appropriate adaptations to the environment to ensure all children are included in the club's activities. Sometimes, staff do not always recognise when younger children need more support from staff to help them access the play activities within the environment.

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Inclusion Expected standard

Leaders have developed effective partnerships with the host school. They work together to promote attendance to the club and make adjustments to help children benefit from the provision. Staff follow children's individual plans to support their care needs, which helps all children enjoy their time at the club. Leaders identify training that helps staff to develop a deeper understanding of how to support children with special educational needs and/or disabilities.

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Leadership and governance Expected standard

Leaders demonstrate a clear commitment to providing high-quality care and continually reflect on their practice to improve outcomes for children. Staff and leaders have regular discussions to identify professional development opportunities to help them build their knowledge to support children in the club. Although in its infancy, leaders have a clear action plan and have systems in place to support staff's own learning and development. This will help to strengthen the quality of the club.

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Leadership and governance Expected standard

Leaders place high priority on staff's wellbeing. They recognise that some staff who work in the club also work in the host school during the day. As such, they ensure that staff have the opportunity to have a comfort break within the club session. Staff report that they feel very happy in their role and are valued members of the staff team. Partnerships with parents are positive and a strength of the club. Staff keep parents fully informed about their child's experiences at the club through daily discussions. Parents comment positively on the opportunities for their children to form new friendships across all ages of the school. They say that often their children will ask to attend the club on days they do not need to attend.

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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 settled in this fun after-school club. Leaders have established robust routines to ensure that younger children are collected from their school classrooms at the end of the school day. This helps staff monitor children's attendance and keep them safe. Children are caring and mostly follow the expectations set by staff. Staff are positive role models for children. They help children to understand the rules of the club so everyone can stay safe and enjoy their time at the club.

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

Children thoroughly enjoy this social time as they talk about their school day. Staff know the children well and help less confident children take part in the conversations. This supports children's emotional wellbeing. Staff promote children's health as they support younger children to wash their hands before they sit and have their healthy snack.

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

Children play various board games as they talk about the differences between their characters. Older children are kind and help already confident younger children learn the more complex rules of a game of chess. Children develop their friendships with each other and staff. Children create large dens and set a challenge for staff to see if they can enter the den without it breaking. Staff provide resources and equipment that promote children's physical development, both inside and outside. Children concentrate as they learn how to hit a tennis ball in the air.

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

Children enjoy the bikes in the outside space and staff ensure these are readily available for the children to support their imaginative play. Children whizz around chasing each other in their play laughing and giggling. Leaders recognise the benefits of regular fresh air and exercise after a busy school day. However, they also ensure that adaptations are made for children who prefer a more quiet time with an area for them to relax. Leaders make adjustments to the club to support children with special educational needs and/or

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Address:

Walton-on-the-hill Cp School Walton Street, Walton On The Hill Tadworth KT20 7RR

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Address:

Type: Childcare on non-domestic premises

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Address:

Register(s): EYR, CCR, VCR disabilities. They work with the parents and other professionals alongside any individual plans to meet children's needs.

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Next steps

Leaders should build on how activities are adapted and extended so that children remain engaged and focused across the session. Leaders should help staff to consider ways to give children more opportunities, in helping care for their environment, before moving on to their next activity, to further promote children's positive behaviour.

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About this inspection

The inspector 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 Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,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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