Entire @ Furzedown

Entire @ Furzedown

Unique reference number (URN): 2782861 Address: Furze Down School, Verney Road, Winslow, Buckingham, MK18 3BL Type: Childcare on non-domestic premises Registered with Ofsted: 10/04/2024 Registers: EYR, CCR, VCR Registered person: Entire Club 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 Exceptional

Leaders cultivate a deeply embedded culture of inclusion, where children's needs are identified early and met with precision. They gather detailed information from families before children start, and use ongoing observation to understand each child's regulation, communication and emotional state. When leaders identify changes in a child's wellbeing, they respond promptly by adjusting routines, increasing emotional check ins and reshaping transitions so children feel secure and settled.

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Inclusion Exceptional

Children receive highly personalised guidance that is precisely tailored to their individual needs and barriers. Staff anticipate and respond swiftly to changes in children's emotional and physical wellbeing, using detailed knowledge of each child to adapt routines, communication and resources. This has a transformative impact, enabling children with complex needs to develop confidence, regulate their emotions and engage successfully in ways they previously could not. Leaders secure local business funding so that families do not face additional costs, ensuring that all children, including those with special educational needs and/or disabilities, have access to enriching opportunities they might not otherwise experience. Staff use child-led approaches, Makaton and a strong focus on nervous system regulation to strengthen children's social interaction, creating a transformative impact for those who struggle to connect in other environments.

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Inclusion Exceptional

Leaders track children's development through structured weekly reviews, evaluations and purposeful conversations with families. They refine provision, such as extending handovers, adapting resources or adjusting sensory input, when children need additional support. Training in the graduated approach and trauma-informed practice ensures staff respond with confidence and skill. Parents and caregivers speak unanimously about the steadfast support they and their children receive. Leaders' reflective practice is rigorous, with no significant areas for improvement left unaddressed.

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Behaviour, attitudes and establishing routines Strong standard

Leaders establish a warm, positive environment, where expectations for behaviour are clear, consistent and understood by all. Children are welcomed each day, and leaders support attendance with flexible arrangements that reflect families' circumstances. They monitor attendance closely and work with parents and carers to promote punctuality, including coordinating out-of-hours transport with external services where possible.

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Behaviour, attitudes and establishing routines Strong standard

Relationships between staff and children are highly trusting; staff know children extremely well and anticipate what may dysregulate them or what will help them feel calm. Children manage their emotions remarkably well because staff foresee triggers, guide siblings sensitively and offer steady, attuned support. Staff consider each child's age, stage of development and individual circumstances when shaping expectations, adapting routines, sensory input and staffing so that children can meet the setting's expectations successfully.

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Behaviour, attitudes and establishing routines Strong standard

Children show kindness, cooperate in play and share resources, such as when they explore malleable materials and engage in craft activities together. Staff encourage collaboration through child-led approaches and supported regulation, enabling children, who previously struggled socially, to connect with others.

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Behaviour, attitudes and establishing routines Strong standard

Leaders work closely with parents to establish consistent routines at home and in the setting, such as sharing social stories to help children manage self-regulation and prepare them for changes in routines. Funding is used to reduce pressures on families, contributing to the positive impact on children's behaviour and emotional security.

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Children's welfare and wellbeing Strong standard

Staff provide highly effective care that meets each child's individual needs, including disadvantaged children and those known to children's social care. Practitioners are highly responsive to the daily changes in children's emotional wellbeing and adapt their approach sensitively, so children remain settled and secure.

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Children's welfare and wellbeing Strong standard

Staff and children use Makaton confidently to support communication, helping children express their feelings and manage their emotions. Children are encouraged to say please and thank you and to be kind to one another, which strengthens their sense of belonging and emotional safety. Secure, trusting relationships between key persons and children underpin this success; staff know children extremely well and anticipate what may dysregulate them or what will help them to calm.

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Children's welfare and wellbeing Strong standard

Children are supported to recognise, express and regulate their emotions, and leaders prioritise wellbeing, so that children go home calm, regulated and having had a positive session. Staff offer healthy choices and work closely with families to support children's dietary needs, recognising that some children will only eat certain foods and ensuring the right options are available.

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Children's welfare and wellbeing Strong standard

Routines such as personal care, feeding and transitions are adapted to suit each child's age, stage and individual circumstances. Children develop an understanding of their physical development and personal safety through gentle reminders, such as being supported when they need protective clothing outdoors. Leaders plan activities that promote physical health and are developing further opportunities, with plans to expand this provision. This reflects leaders' commitment to continually improving the quality of care and opportunities available to every child.

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Leadership and governance Strong standard

Leaders have a clear and accurate understanding of the setting's strengths and the areas they want to develop further. Their oversight is purposeful and rooted in the needs of the children, including those who are disadvantaged, have special educational needs and/or disabilities (SEND), are known to children's social care or face significant barriers to wellbeing. Leaders act proactively to ensure staff have what they need to support children in thriving, and families consistently describe the support they receive as remarkable. Some parents and carers travel long distances to attend the holiday club because of the quality of care offered, and leaders provide dedicated spaces for families, who need to rest during the day. All children are welcome, including siblings and those who have experienced challenges in other settings, reflecting leaders' commitment to inclusive practice.

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Leadership and governance Strong standard

Leaders are highly visible, approachable and available at all times. They prioritise staff wellbeing and manage workload thoughtfully, ensuring expectations are manageable and that every team member contributes meaningfully regardless of their role. Training is purposeful, followed up with reflection and assessment and has strengthened staff confidence and expertise. Leaders' development of the 'Brick Theory', informed by their work with children experiencing trauma, anxiety, demand avoidance and sensory needs, demonstrates their commitment to understanding children holistically. This approach now shapes practice across the setting and is shared more widely through training and professional development work. Leaders extend their impact further by providing inclusive resources, SEND scenarios, visual supports and guidance for other providers, as well as developing physical health opportunities, such as wired-for-movement activities and e-bikes.

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Leadership and governance Strong standard

Their actions show a commitment to continually improving provision for 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 arrive to a warm welcome from adults, who know them exceptionally well. They settle quickly because routines are predictable, relationships are secure and staff understand exactly what helps each child feel safe. Makaton is woven naturally into interactions, giving children a voice to express their feelings, make choices and communicate confidently with others. Children feel a strengthened sense of belonging; they are greeted by name, their preferences are understood and their individual needs are met with care and sensitivity.

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

Throughout the session, children experience an environment designed around their wellbeing. Staff notice the smallest changes in regulation and respond with calm, attuned support so children remain settled and comfortable. Children learn to recognise their emotions and to use strategies that help them stay regulated, with support from adults who model kindness, patience and respect. They enjoy snack time, with staff working closely with families to ensure food reflects children's sensory and dietary needs.

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

Children play together with genuine enjoyment, sharing cloud dough, taking turns and supporting one another. Siblings are guided sensitively, helping them navigate their feelings and strengthen their relationships. Activities such as wheelie bikes, wired-for-movement sessions and outdoor play give children opportunities to develop physical confidence and experience success. Gentle reminders help them stay safe, such as ensuring protective clothing is worn outdoors.

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

Children thrive because they feel understood. Those who previously struggled in other environments become calm, happy and confident here. They build friendships, develop resilience and experience moments of pride every day. Families feel supported and children experience a setting, where they can achieve, belong and flourish.

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Address:

Furze Down School Verney Road, Winslow Buckingham MK18 3BL

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Thursday,Friday : 08:00 - 16:00

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Next steps

Leaders should continue to evaluate the physical development offer, including the introduction of new sports and movement-based activities, to ensure these opportunities remain appropriately challenging, inclusive and responsive to children's individual needs.

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About this inspection

The inspector spoke with leaders, staff, parents and children 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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