Quackers Out of School Club

Quackers Out of School Club

Unique reference number (URN): 2746946 Address: Claytons Primary School, Wendover Road, Bourne End, SL8 5NS Type: Childcare on non-domestic premises Registered with Ofsted: 04/08/2023 Registers: EYR, CCR, VCR Registered person: Quackers Day Nursery Limited

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Safeguarding standards not met

Leaders have not identified the weaknesses in staffs' safeguarding knowledge; this includes those they have identified to take the lead for safeguarding. This puts children's wellbeing and safety at risk. While they understand they must respond to disclosures by or concerns about the children they care for, they do not understand how to escalate these further when they are unhappy about the action being taken. The same applies when allegations are made about their colleagues, or they have concerns about their practice. This does not promote effective safeguarding for children.

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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 have created a calm, positive environment where expectations for behaviour are clear and consistently applied. Children understand routines and follow them confidently. Staff model respectful interactions and use warm, encouraging language to reinforce positive behaviour. Staff support children to develop independence through well-established routines. Children wash their hands independently, pour their own drinks, serve food and clear away after snack. These routines are calm and purposeful and help children develop confidence, responsibility and practical life skills.

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Behaviour, attitudes and establishing routines Expected standard

Children play cooperatively and show consideration for one another. Older children naturally support younger peers, helping them join games or understand the rules. Staff guide children through disagreements with simple explanations and reassurance, helping them learn how to resolve issues fairly.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote attendance and punctuality through regular communication with families. Staff consider children's individual needs when supporting behaviour, ensuring expectations remain fair and appropriate. Leaders reflect that while outdoor sessions run smoothly, the timing and length do not always fully support children's regulation at the end of day. They plan to refine session pacing and further develop quieter options so children experience a better balance of movement, rest and nourishment after the school day.

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Children's welfare and wellbeing Expected standard

Children's care needs are met effectively. Hygiene routines are embedded. Children wash their hands independently, and staff model safe food-handling practices by wearing

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Urgent improvement

protective clothing when preparing food. Children comment confidently on routines and expectations, showing these are familiar and secure. Staff routinely check children's dietary needs daily and ensure this information is shared across the team and provide like-for-like options at mealtimes while handling requirements safely. This validates that systems for meeting individual health needs are embedded and consistently applied.

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Urgent improvement

Snack times are calm and sociable. Children are encouraged to make choices, pour their own drinks and clear away independently, supporting confidence and self-help skills. Staff sit nearby, offering support where needed and reinforcing positive behaviour through conversation. Warm relationships between staff and children help children feel secure. Staff notice when children need reassurance and respond promptly, offering comfort or space as appropriate. Children describe staff as 'kind' and say they feel able to talk to them if something is worrying them.

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Urgent improvement

Staff respond sensitively when children need emotional support, offering reassurance and flexibility to help them regulate and re-engage. Parents speak positively about the nurturing, 'family-like atmosphere'. They value clear daily communication and the way staff support children's wellbeing, particularly when family circumstances change.

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Inclusion Expected standard

Leaders promote an inclusive culture where children's individual needs are identified promptly and supported appropriately. Staff work closely with parents and the relevant school partners to share information about children's needs, including medical requirements, allergies and behavioural and emotional support strategies. Children with additional needs are supported through tailored plans outlining consistent approaches and strategies which staff use to guide their practice. Where needed, children are given time to settle into the club following their day at school and are not expected to participate in activities immediately.

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Inclusion Expected standard

Children with special educational needs and/or disabilities (SEND), or who face other barriers are included in all aspects of the club. Staff use simple, clear strategies to help children manage routines and social situations. During outdoor play and mealtimes, staff adjust expectations and offer reassurance when children need support, ensuring everyone can participate. Staff respect children's preferences and offer alternatives without pressure, supporting wellbeing and fully including dietary requirements. Leaders recognise that some needs are less visible and work proactively with families and school partners to reduce barriers.

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Leadership and governance Urgent improvement

Leaders do not demonstrate a clear understanding of the setting's strengths and areas for development. They have failed to identify the weaknesses in the safeguarding arrangements and the knowledge and understanding of their staff team. Due to this, they have not been able to put action in place to address the weaknesses. They do not maintain effective oversight of the provision to ensure statutory requirements remain met. Leaders work closely with the host school and families to ensure continuity of care and effective information-sharing. Staff feel supported through regular communication, clear expectations and access to training. Weekly training topics are shared with the aim of supporting staff to understand procedures and build confidence in their roles. However, the weaknesses identified shows this is not fully effective.

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Leadership and governance Urgent improvement

Professional development for staff is currently focused on maintaining compliance. Staff are able to access course such as paediatric first aid and food hygiene. Staff deployment meets ratio requirements.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

Weaknesses and breaches to early years foundation stage statutory requirements for safeguarding, impact on children's wellbeing and learning. Staff have a weak knowledge of safeguarding. Leaders have not identified these weaknesses and have therefore not been able to take appropriate steps to address this.

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

Despite this, children experience a welcoming club where they feel known and valued. Children arrive settled and confident. They greet staff warmly and move quickly into familiar routines. Staff make it clear that children's views matter and children are encouraged to speak to adults if they want something to change. Children talk positively about their time at the club and say they love attending. Children with additional needs are included fully. Staff adapt expectations sensitively, offer reassurance and provide space for children to regulate when needed. Children also influence the life of the club. For example, by contributing to online safety displays and sharing this learning at home and school.

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

Children enjoy a suitable range of experiences, including interactive snack times that allow them to unwind and socialise. At the start of the session, children spend time outdoors where they choose resources independently and initiate their own games. Mixed-age play develops naturally, with older children including younger peers without prompting. Staff supervise carefully and attentively and adjust their involvement thoughtfully to balance freedom and safety while maintaining clear boundaries.

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

Indoors, children engage in creative and imaginative play, such as creative-based activities and role play, which encourages conversation, imagination and the sharing of ideas. Children use language confidently during play and routines. They describe what they are creating, share humour with peers and adults, and talk openly about their interests and ambitions. During role play, older children use loose fabrics to create costumes and share ideas about their creations and wanting to be 'fashion designers.' Staff respond positively, valuing and celebrating children's ideas and supporting them to design, colour and develop their own creations later in the session.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure all staff, including those with lead responsibility, have a robust knowledge and understanding of their safeguarding responsibilities and how to implement the organisation's policies and procedures 08/05/2026

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Action Completion Date

ensure leaders have an effective understanding of the setting's strengths and areas for development, and that 08/05/2026

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Address:

Claytons Primary School Wendover Road Bourne End SL8 5NS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Quackers Day Nursery Limited

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Action Completion Date

they take precise action to address these and make improvements

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About this inspection

The inspector spoke with leaders, staff, children, the designated safeguarding lead and the host school's special educational needs coordinator during the inspection.

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About this inspection

The inspection started on 23 January 2026. Inspectors returned on 22 April 2026 to gather additional evidence in line with Ofsted inspections and visits: Deferring, pausing and gathering additional evidence policy.

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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 - 09:00,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

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

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