In2Care at Wildmoor Heath

In2Care at Wildmoor Heath

Unique reference number (URN): 2817258 Address: Wildmoor Heath School, Lower Broadmoor Road, Crowthorne, RG45 7HD Type: Childcare on non-domestic premises Registered with Ofsted: 18/10/2024 Registers: EYR, CCR, VCR Registered person: In2Care 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

Leaders establish a positive and inclusive environment, where children understand the club's expectations and routines. Staff promote clear boundaries that help children feel secure and know what is expected of them. Children demonstrate positive attitudes and generally follow instructions, listen to adults and respond appropriately to reminders. They are kind and respectful towards one another and develop friendships across different age groups.

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Behaviour, attitudes and establishing routines Expected standard

Staff support children to cooperate, share resources and take turns during activities and play. Children play collaboratively and learn to consider the feelings and views of others. Positive relationships between staff and children help children to settle after the school day and contribute to a welcoming atmosphere. Staff provide praise and encouragement to reinforce positive behaviour and support children's confidence and self-esteem.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of attendance and have effective systems in place to monitor children's arrival and follow up absences where necessary. This contributes to children's safety and wellbeing. Staff know children well and take account of their individual needs, ages and stages of development, when supporting behaviour and participation. They make appropriate adjustments for children, who may need additional support to engage positively in club routines and activities.

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Behaviour, attitudes and establishing routines Expected standard

Children typically enjoy their time at the club and participate confidently in the experiences provided. As a result, they develop positive social skills, build relationships and contribute to a respectful and inclusive club community.

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Inclusion Expected standard

Leaders create an inclusive environment, where children are welcomed and supported to participate fully in club life. They work effectively with parents, carers and other professionals to gather relevant information about children from the outset. This helps staff identify and respond to individual needs and reduce barriers to children's participation and wellbeing.

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Inclusion Expected standard

Staff know children well and adapt their practice appropriately to support those with special educational needs and/or disabilities and children who are known, or previously known, to children's social care. They are aware of children's individual circumstances and make suitable adjustments to help them access activities alongside their peers. As a result, children generally experience a sense of belonging and are included in the opportunities available.

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Inclusion Expected standard

Staff promote respectful relationships and encourage children to understand and follow the club's shared values. Children of different ages play together positively, develop friendships and learn to cooperate with one another. Staff work closely with the host school and maintain effective communication with teachers and relevant professionals to help ensure continuity of support for children who need it.

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Needs attention

Children are treated fairly and with respect. They are encouraged to express their views and contribute ideas about activities. Overall, leaders and staff provide an inclusive provision that supports children's individual needs and helps them feel safe, accepted and valued.

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Children's welfare and wellbeing Needs attention

Leaders and staff provide a welcoming and inclusive environment, where children are cared for appropriately. Staff know children well and gather relevant information that helps them support children's welfare and wellbeing. Children, including those with special educational needs and/or disabilities and those who face barriers to participation, are included in club activities and feel secure within the setting.

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Children's welfare and wellbeing Needs attention

Children understand the importance of healthy practices, such as handwashing, and are provided with healthy snacks. However, the quality of children's experiences is reduced by routines and interactions that do not consistently promote their emotional wellbeing and independence. At times, children spend extended periods waiting during transitions and snack routines, reducing opportunities for meaningful play and engagement. While staff are caring and supportive, interactions are often focused on supervision and organisation rather than building deeper connections that help children to be fully engaged. Furthermore, although there are some opportunities for children to serve their own fruit, staff do not consistently recognise further scope for children to take an active role in routines or undertake tasks for themselves, such as preparing their own snack. As a result, opportunities to strengthen children's confidence, independence and sense of responsibility

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Children's welfare and wellbeing Needs attention

Overall, staff supervise children attentively and ensure that they remain safe throughout the session. Children behave appropriately, interact positively with their peers and generally enjoy the opportunities available to relax and play after the school day. Children enjoy a range of opportunities to be physically active and socialise with their friends. They participate in group games and outdoor activities, such as football and tennis, which support their wellbeing and enjoyment.

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Leadership and governance Needs attention

Leaders are committed to providing an inclusive environment, where children feel welcomed. They have established appropriate policies, procedures and systems to support the safe operation of the club. Leaders ensure the required records are maintained, safer recruitment procedures are followed and staff receive safeguarding training that helps them understand their responsibilities for keeping children safe.

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Leadership and governance Needs attention

Leaders' monitoring and evaluation of practice does not focus sharply enough on the aspects of provision that have the greatest impact on children's experiences. As a result, they do not use this information effectively to target professional development and coaching. While leaders oversee the operational aspects of the provision appropriately, they do not consistently identify where staff interactions and engagement could be strengthened to better support children's independence, participation and enjoyment. Leaders do not routinely evaluate the impact of daily routines on children's engagement and participation. As a result, development priorities are not focused sufficiently on improving the quality of practice and ensuring that children benefit from richer interactions, greater independence and more engaging experiences throughout the session.

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Leadership and governance Needs attention

Leaders work effectively with parents, the host school and relevant professionals to support children's welfare and inclusion. Leaders have an understanding of the club's strengths and acknowledge that there are areas for development and demonstrate a willingness to improve the quality of the provision. Staff report that they feel supported and communicate effectively as a team. Children benefit from a calm environment, where appropriate attention is given to their safety and wellbeing.

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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 feel safe, welcomed and included with staff who know them well and understand their individual needs. Children are greeted warmly on arrival and staff work closely with families, schools and other professionals to support children, including those with special educational needs and/or disabilities, supporting children who are known (or previously known) to children's social care or other barriers to participation.

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

Overall, children develop a sense of belonging because staff treat them with kindness, care and respect and encourage them to follow shared values, such as respect, honesty and kindness. Relationships between children are positive, and younger children confidently interact with older peers during games, conversations and activities. Children generally behave well, cooperate with one another, take turns and follow established routines, helping them develop important social skills and confidence. However, children's experience are sometimes limited by routines that reduce opportunities for independence and meaningful engagement. For example, children often spend considerable time waiting for others to arrive, for snack to be prepared, or for instructions before activities can begin. Snack time is a lengthy routine, meaning some children, particularly those collected early, have little opportunity to access play experiences or activities that they enjoy.

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

Children know the routines well and wash their hands before snack and follow healthy hygiene practices. However, on occasions staff complete tasks for children rather than fully supporting them to develop independence and self-help skills. Activities such as craft, imaginative play and outdoor games are available, and children enjoy these opportunities, particularly physical play outdoors. Generally, staff interactions are often supervisory rather than highly engaging, meaning opportunities to extend children's thinking, creativity and enjoyment are sometimes missed. Overall, children attending the club feel secure, cared for and valued. However, their experiences would be enhanced by more active participation, greater independence, smoother routines and richer interactions with staff that deepen learning, enjoyment and engagement.

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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

improve leaders' monitoring and evaluation of practice to identify more accurately how the quality of staff interactions, engagement and daily routines affect children's experiences, and use this to target professional development more effectively 22/07/2026

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Address:

Wildmoor Heath School Lower Broadmoor Road Crowthorne RG45 7HD

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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Action Completion Date

improve routines and transitions, particularly to support children to take an active role, enabling them to have increased confidence and more opportunities to do tasks for themselves 22/07/2026

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About this inspection

The inspector spoke with leaders, staff, children, parents and the designated safeguarding lead 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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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. 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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