The Club @ Hillel

The Club @ Hillel

Unique reference number (URN): 2781652 Address: Wolfson Hillel Primary School, 154 Chase Road, London, N14 4LG Type: Childcare on non-domestic premises Registered with Ofsted: 15/02/2024 Registers: EYR, CCR, VCR Registered person: The Club @ Wraparound Care 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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Inclusion Strong standard

Staff are swift to identify children's emerging needs through close observation and purposeful interactions. They hold timely conversations with parents and take appropriate action with external agencies. Staff use children's interests to source targeted resources that promote small-group interaction and strengthen their social and communication skills.

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Inclusion Strong standard

Inclusive opportunities are thoughtfully planned. For example, children playing football are consistently supported to develop effective communication strategies to include children who face particular barriers. Hence, all children remain engaged with deep focus in the football game for a long period. Children from Reception age to Year 6 play together harmoniously in group activities. They demonstrate a deep sense of inclusivity and community. The club's clear commitment to inclusion is evident in both intent and implementation, resulting in children forming highly positive relationships with each other and with staff.

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Inclusion Strong standard

Attentive senior leaders know children exceptionally well and quickly recognise when additional support is needed. They offer prompt reassurance and provide strategies that help children build effective emotional intelligence. This approach enables all children, including those who face particular barriers, to recognise when they need help and to seek support confidently. Staff make thoughtful adjustments to routines, ensuring children who require a quieter space can access supervised indoor areas to regulate their emotions, even when others are enjoying the playground.

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Leadership and governance Strong standard

Senior club leaders demonstrate highly reflective practice to identify the support children and staff need to sustain high standards across the club. Children's welfare and wellbeing are prioritised at every level of decision-making. Leaders have an incisive understanding of the setting's strengths and areas for development and set purposeful priorities for improvement.

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Leadership and governance Strong standard

Senior leaders recognise staff retention as an ongoing challenge and provide additional support for club leaders and staff, including professional training and career progression opportunities, to maintain continuity for children. A clear staffing strategy ensures the consistent presence of familiar supervisors and senior leaders to support new recruits. Consequently, club supervisors and staff feel valued. To provide higher-quality impact to all children's experiences, senior leaders should bring more sustained consistency in every aspect of staff's professional practice, particularly around managing behaviour and establishing quality routines.

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Leadership and governance Strong standard

A key strength of senior leadership is the focused attention to individual children's needs and their emotional wellbeing, including those facing additional barriers to learning. As such, all children show high levels of wellbeing, resulting in deep engagement in all activities. Parents

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Expected standard

praise leaders for their excellent communication. They feel reassured that their children are safe, settled and well cared for by a thoughtful and nurturing team.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the expected routines when collected from school. They mostly line up sensibly, behave well and wait patiently for their peers. Registration provides a calm, purposeful start to the session and gives children time to talk about their school day, helping them settle smoothly. Children are reminded by experienced leaders not to talk over one another and generally listen well to adults, contributing to a positive environment. All staff must support the leaders consistently to embed higher standards of behaviour management in children.

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Behaviour, attitudes and establishing routines Expected standard

Staff supervise handwashing before snack time. Most children show secure levels of independence in managing their self-care, but the washing area can be untidy, impacting children's understanding of good hygiene. Children enjoy sandwiches and fresh fruit. Not all children help to tidy up before going out to the playground. To strive for higher standards, all staff must consistently model greater expectations in hygiene, and furthermore, establish more embedded behaviour for all children in helping to routinely tidy up.

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Behaviour, attitudes and establishing routines Expected standard

The club encourages regular attendance for all children. Consequently, children establish consistent routines, which allows them time to build positive and warm relationships with their peers. Children have access to range of creative activities that promote social development and communication skills and physical exercise.

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Children's welfare and wellbeing Expected standard

Children make independent choices about activities, with staff nearby to offer support. During a talent show initiated by friendly staff, they encourage children to lead, evaluate performances and agree scores fairly. Children do need timely reminders to make sure every child get a turn. Consequently, most children participate happily, raising their self- esteem, and feel valued. At the arts and crafts table, children talk amicably and share stories with staff while relaxing doing scratch art drawing. They create imaginative 'doughnut' characters, naming them using descriptive language to build personalities. Many remain deeply engaged for extended periods and describe this as their favourite activity.

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Children's welfare and wellbeing Expected standard

The club promotes positive interactions between different year groups, creating a caring and inclusive environment where wellbeing is prioritised. Children who face specific barriers, including those with special educational needs and/or disabilities, are supported effectively by staff and peers. Club leaders thoughtfully seek out resources and provide play opportunities of interest to each child. As a result, all children remain engaged in the experiences on offer.

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Children's welfare and wellbeing Expected standard

Mostly, the experienced leaders quickly recognise when children are feeling overstimulated after a full day at school and encourage them to have quiet time in cosy areas and rejoin their peers when ready. All staff must be equally alert to children's emotions to sustain high levels of wellbeing and engagement for all children.

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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 have warm trusting relationships with staff and peers. They are collected from the attached school in an orderly manner and understand expectations, such as lining up before going to a room for registration. They have opportunities to talk about their day and share anything of significance with their peers and staff. Children confidently describe the day's events, and when they feel tired, staff respond with empathy and offer helpful strategies to support them through the session.

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

All children wash their hands before going to the main hall for a sandwich and fruit snack. They are encouraged to drink regularly and are reminded by caring staff to stay hydrated, particularly on sunny days when playing in the well-equipped playground. Children speak to visitors with confidence, explaining why sugar is not good for their health and how it can make their teeth yellow.

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

Children from Reception age to Year 6 play together, creating a strong sense of inclusivity. Consequently, children facing particular barriers are seamlessly included in all activities. The environment offers a range of purposeful opportunities, including creative activities, a quiet reading area, access to a playground with a climbing frame and a separate court for football. Leaders understand that children arrive after a full day of structured learning, so they plan a well-considered environment that allows children to unwind while developing their individual interests.

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

Children are consistently reminded of the club's behaviour management policy, and they know that any unwanted behaviour will be addressed promptly by leaders and other staff. Children are typically kind, listen well and allow others to speak. Consequently, all children feel valued, develop a strong sense of belonging and form positive relationships with their peers. Children are highly motivated to attend the club. They are genuinely excited to return after breaks.

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Next steps

Leaders should ensure all staff establish effective routines to consistently embed high- quality behaviour in all children. Leaders should further strengthen staff's professional development to bring more consistency of practice so that all children benefit from the very highest levels of wellbeing and develop even deeper engagement in all activities.

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About this inspection

The inspector spoke with the nominated individual 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:

Wolfson Hillel Primary School 154 Chase Road London N14 4LG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Club @ Wraparound Care Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 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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