S4a Group Ltd @ Blakesley CE Primary School

S4a Group Ltd @ Blakesley CE Primary School

Unique reference number (URN): 2773443 Address: Blakesley C Of E Primary School, The Green, Blakesley, Towcester, NN12 8RD Type: Childcare on non-domestic premises Registered with Ofsted: 09/01/2024 Registers: EYR, CCR, VCR Registered person: S4A Group 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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Inclusion Strong standard

Leaders promote an inclusive culture across each club and know the children extremely well, including those with special educational needs and/or disabilities (SEND). They work closely with the school, parents and the special educational needs coordinator to identify needs swiftly and ensure support is coordinated and effective. Staff receive clear guidance so they can adapt activities confidently, enabling all children to participate fully.

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Inclusion Strong standard

Activities are planned around children's interests, helping them to engage with enthusiasm. Leaders have high expectations for every child. They ensure that children are included in all aspects of the provision, offering additional reassurance, extended time to settle or quieter spaces when needed. Leaders collaborate with school staff to align strategies, such as using longer transition times or adapting activities to reflect what children are learning in class. When required, additional support is planned so children can access activities safely, including physical play on school equipment.

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Inclusion Strong standard

Staff use a range of strategies to meet individual needs, such as pre-warning children when activities are finishing. Parents feel well informed and supported. Staff take time to understand familiar routines and interests from home and school, ensuring continuity of care. All staff receive SEND training and know each child's needs and circumstances in depth, enabling every child to feel valued, included and able to thrive.

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Leadership and governance Strong standard

Leaders provide effective strategic leadership, setting a clear vision for inclusive, high- quality care for all children. They work closely with the school to ensure consistency in routines and expectations, such as shared behaviour approaches, which helps children feel secure across both settings. Leaders make sure all staff receive regular professional learning throughout the year. This prepares staff well to identify concerns, make adaptations and meet children's individual needs.

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Leadership and governance Strong standard

Workload is managed thoughtfully. Staff receive dedicated planning time so they can be fully present with children during sessions. Leaders monitor practice routinely, for example, through informal drop ins and reflective discussions, to maintain consistent, high-quality care. Both leaders and staff know the children well and use this knowledge to shape daily provision, such as planning activities linked to children's interests or current school topics. Leaders understand the importance of balancing physical and nurturing roles within the team and ensure staffing reflects this.

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Leadership and governance Strong standard

Leaders are reflective and continue to strengthen practice, including developing ways for children's voices to influence the provision more effectively. Leaders are thoughtful in how they select staff and make sure new team members feel supported from the outset. Ongoing support and regular check ins help staff feel confident and able to meet children's needs. Established systems for safeguarding, attendance and communication help leaders act quickly when issues arise.

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Expected standard

Parents speak highly of the club's flexibility, communication and effective relationships. They particularly value the way staff spend time getting to know each child's interests and adapt activities so children feel included. In addition, they appreciate how staff work with them to help children feel settled and understood.

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Behaviour, attitudes and establishing routines Expected standard

Staff build secure and trusting relationships with children. They ask children about their day and listen carefully to their replies, using questions to extend conversations. Staff join in with children's activities and use these moments to build confidence. For example, they talk with children as they investigate bugs with magnifying glasses and encourage them to share what they have found with their friends.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children typically behave well. Clear, established routines help children feel secure and ensure they know what is expected of them. They respond to the rules and boundaries set by staff and interact positively with one another. Children enjoy taking score during football games and wait patiently for their turn, when playing board games. They show excitement when they land on the space they want. However, some behaviour is not addressed consistently. Staff do not always remind them what behaviour is acceptable or expected of them. Consequently, children's understanding of respectful behaviour is not always consistently deepened.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes to the activities on offer. They are busy, motivated and engaged. Staff plan activities that match children's ages, stages and interests. Children talk confidently about why they enjoy coming to the club and know that staff genuinely care for them.

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Children's welfare and wellbeing Expected standard

Staff are warm, nurturing and attentive. They know children and their families well, which helps children feel settled and secure. Parents feel well supported and value the clear communication they receive. Staff listen to parents' requests and offer helpful guidance, including around providing healthy snacks. They encourage healthy choices, and snack routines are well organised. Children enjoy choosing from the fruit offered at snack time and talk confidently about what they like to eat.

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Children's welfare and wellbeing Expected standard

Children understand the routines of the club and manage many tasks independently, such as selecting activities and helping themselves to drinks. However, some routines are not as well embedded as others. Handwashing before eating is not always reinforced, which means hygienic habits are not consistently strengthened.

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Children's welfare and wellbeing Expected standard

Physical wellbeing is promoted well. A designated staff member leads activities that encourage children to be active. Children enjoy improving their football skills and praise each other's efforts. Staff celebrate both effort and skill, which builds children's confidence and resilience. Children recognise how exercise affects their bodies, noticing when they feel out of breath.

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Children's welfare and wellbeing Expected standard

Children's voices shape daily practice. Staff listen carefully and adapt activities to reflect children's ages, interests and ideas. Children know they can ask for something different and that staff will respond. Staff reinforce daily safety rules so children know where they can play. Children choose confidently between indoor and outdoor spaces. When they move between areas, staff use walkie-talkies to maintain oversight. This effective system keeps children safe while allowing them the independence to decide where they want to play.

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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 feeling welcomed and ready to take part. They settle quickly because adults notice how they are feeling and respond with calm, reassuring interactions. This helps children feel secure and confident as they begin their play. Children enjoy choosing from a wide range of activities that reflect their interests and ages. They become deeply involved in what they are doing, whether building, creating or exploring outdoors. They feel included because adults plan activities around their ideas and make thoughtful adjustments so everyone can take part. Children who need extra time, clearer explanations or quieter spaces are supported without being set apart from their peers.

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

Children show curiosity and enthusiasm as they explore. They enjoy practising new skills, working with friends and sharing their achievements. They notice how their bodies feel when they run, climb or take part in active games, and they take pride in improving their coordination and strength. Indoors, children concentrate on creative or construction tasks, sharing resources and celebrating each other's efforts.

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

Children understand the routines of the club and follow them with growing independence. They help themselves to drinks and snacks and enjoy choosing from the healthy options available. They move confidently between indoor and outdoor areas, understanding the boundaries that keep them safe. They know adults keep track of where they are playing, which allows them to explore freely while feeling supported.

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

Children treat each other with kindness. They invite friends into their games, take turns and show patience during shared activities. Younger children look to older ones for guidance, although they sometimes see behaviour that is not always the best example.

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

Children feel listened to and valued. They experience a setting, where adults understand them well, respond to their needs and help them take part in all aspects of club life. As a result, children feel happy, included and confident throughout their time at the club.

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Next steps

Leaders should ensure staff consistently reinforce behaviour expectations so that children deepen their understanding of acceptable behaviour. Leaders should build on existing routines by further promoting consistent hygiene practises, such as handwashing before eating, helping children embed strong, healthy habits over time.

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About this inspection

The inspector spoke with children, leaders, staff and parents during the inspection.

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Address:

Blakesley C Of E Primary School The Green, Blakesley Towcester NN12 8RD

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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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Age range of children at the time of 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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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