ClubsComplete at Raynham Primary School

ClubsComplete at Raynham Primary School

Unique reference number (URN): 2795718 Address: Raynham Primary school, Raynham Avenue, Edmonton, N18 2JQ Type: Childcare on non-domestic premises Registered with Ofsted: 19/06/2024 Registers: EYR, CCR, VCR Registered person: Clubscomplete 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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Behaviour, attitudes and establishing routines Expected standard

Children of all ages are happy to attend the club and eagerly engage in activities of interest on arrival. Transitions between the school day and the club are typically managed effectively, supporting all children, including those with special educational needs and/or disabilities (SEND), to settle quickly and confidently. For example, staff prepare activities in advance based on children's interests, and children arrive with enthusiasm, expressing delight as they enter the club.

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Behaviour, attitudes and establishing routines Expected standard

Staff establish clear and consistent rules and boundaries at a level of children's understanding, which helps all children, including those with special educational needs and/or disabilities, to understand expectations. Generally, all children demonstrate appropriate behaviour. Older children support their younger peers during activities, showing empathy and an awareness of others' needs. Staff promote team games that strengthen relationships, and children play cooperatively in small groups. They respect boundaries and each other's personal space, demonstrating consideration for others.

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Behaviour, attitudes and establishing routines Expected standard

Staff build secure, trusting relationships with children and are consistently available to listen and offer support. They build on children's social development, offering guidance to help them compromise and negotiate effectively. Staff monitor children's attendance closely and work in partnership with families and the host school to provide support where needed. This helps to ensure children's safety and wellbeing.

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Children's welfare and wellbeing Expected standard

Staff develop warm, positive relationships with children. They greet them warmly on arrival and give them their full attention. These caring interactions help children to feel safe, valued and confident, fostering a strong sense of belonging. Staff establish consistent routines across the setting, which children follow with confidence. For example, on arrival at the club, children manage their own belongings, and put away their coats and bags.

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Children's welfare and wellbeing Expected standard

Staff place themselves where they can see children clearly and supervise them well. They reinforce safety messages, such as reminding children to drink to keep themselves hydrated. Staff provide a range of nutritious foods and support children to make healthy choices.

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Children's welfare and wellbeing Expected standard

Children benefit from a range of physical play opportunities. For example, they take great enjoyment in ball games and using outdoor apparatus. Staff do not always have up-to-date knowledge of the early years to consistently support the youngest children to further develop their physical skills, and opportunities for the development of physical health are not embedded and well structured as part of the routine.

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Children's welfare and wellbeing Expected standard

Leaders recognise that some children benefit from quiet time and provide safe spaces, where they can relax and settle comfortably. These practices support all children, including those with special educational needs and/or disabilities, to feel secure and enjoy their time at the setting.

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Inclusion Expected standard

Staff provide gradual settling-in sessions to support children, who may initially find it difficult to adapt to the environment. They take time to get to know each child, including their likes and interests, helping them to feel secure and welcomed. Leaders and staff have established secure and effective relationships with the host school. They share relevant information, including strategies for managing behaviour, to ensure continuity of care for children.

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Inclusion Expected standard

Staff work closely in partnership with parents and specialists at the school to provide targeted support, particularly for children with special educational needs and/or disabilities. There are no children receiving additional funding. However, leaders invest in resources, such as sensory items and fidget toys, to help children manage their emotions effectively. Staff promote inclusive practice well. Children of all ages share, cooperate and play together, which helps them to develop an understanding of helping others and fosters a sense of community and empathy.

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Inclusion Expected standard

Staff generally access relevant training to support inclusive practice and have identified further professional development relating to additional needs as regards the early years. This demonstrates a reflective and responsive approach, helping to ensure that all children, including those with social, emotional or developmental challenges, are fully included and able to benefit from the provision.

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Leadership and governance Expected standard

Leaders maintain clear and effective oversight of the setting, consistently prioritising children's welfare. They regularly evaluate the setting to make improvements, and understand their responsibilities, although they need to ensure that all the latest safer recruitment guidance is kept updated. This has not had a significant impact on the safety of the children and has been rectified. They provide staff with regular online training and guidance to support them in their roles. Leaders hold regular supervision meetings with staff, which include a focus on staff wellbeing. These sessions provide valuable opportunities for staff to reflect on their strengths, while also identifying areas where further support may be beneficial.

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Leadership and governance Expected standard

Staff report high levels of job satisfaction and say they enjoy working at the club. Professional learning is purposeful and well targeted, including training on managing children's behaviour. This has strengthened staff knowledge, confidence and their ability to support children appropriately. Staff have identified that they would like further training to enhance their skills in supporting children with special educational needs and/or disabilities from an early years perspective.

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Leadership and governance Expected standard

Leaders work closely in partnership with parents, as well as professionals and specialists at the host school, to plan and implement appropriate support for children. This collaborative approach helps to ensure that all children's individual needs are understood and effectively met. Parents speak highly of the staff team and say their children thoroughly enjoy attending the club.

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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 demonstrate a secure understanding of safety procedures. They listen attentively to staff and walk calmly to the club, showing a clear awareness of expectations. On arrival, children are happy. They independently put away their belongings and choose activities that

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Inspector:

Sandra Teacher interest them. Staff support children with special educational needs and/or disabilities (SEND) effectively, helping to reduce barriers to participation. They work closely with the school to ensure smooth transition arrangements, which support all children to settle quickly and confidently into the club.

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Inspector:

Children show secure friendships and play cooperatively. For example, they use a range of construction materials to build models, sharing ideas and working together to solve problems. They show pride in their achievements, such as successfully completing LEGO models made from only the white pieces. All children, including those with SEND, are well supported. Staff actively promote respect and understanding, helping children to recognise and respond to the needs of others. For instance, children begin to understand why some peers may require personal space and demonstrate this awareness in their interactions.

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Inspector:

Children thoroughly enjoy creative activities. Staff complement children's learning at school by engaging them in meaningful discussions, such as talking about the benefits of footballing skills related to their physical health and wellbeing. This supports children to develop a positive attitude towards their learning and development. Children have secure and trusting relationships with staff. They confidently share experiences, such as key moments in their school day, and engage in meaningful conversations. Staff listen attentively and ensure that children have a safe space to express their thoughts and concerns, contributing to a nurturing and supportive environment.

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Next steps

Leaders should further develop staff professional learning in supporting children with special educational needs and/or disabilities, to build on their confidence and knowledge in meeting the expectations of the early years foundation stage framework. Leaders should ensure that all procedures are evidenced in line with safer recruitment policies.

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About this inspection

The inspector spoke with leaders, staff, including the host school staff, and parents 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:

Raynham Primary school Raynham Avenue Edmonton N18 2JQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Clubscomplete Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:30

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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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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