S4a Group @ Marie Weller

S4a Group @ Marie Weller

Unique reference number (URN): 2777649 Address: Marie Weller Primary School, Redcar Road, Towcester, Northants, NN12 6LZ Type: Childcare on non-domestic premises Registered with Ofsted: 19/02/2024 Registers: EYR, CCR, VCR Registered person: S4A Group 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

Children generally behave well and respond appropriately to staff. They listen, follow instructions and show awareness of what is expected of them. Staff set clear expectations and model these consistently. Routines are well established, which helps children feel secure. For example, a leader of the line is chosen when moving the children from the Reception class to the club room. This supports the children's calm transitions between settings. A timetable is displayed so children can check when they are due to go home, giving them a sense of structure and visual support. Snack routines are reinforced, and children respond when reminded to sit on a chair while eating rather than kneeling.

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Behaviour, attitudes and establishing routines Expected standard

Children form secure relationships with staff and are confident to seek comfort when needed. They play well with one another and talk about enjoying time with friends they may not see during the school day. These positive relationships contribute to a settled atmosphere. Leaders take a strategic role in shaping the club's approach to behaviour and routines, ensuring expectations are clear, consistent and understood by all staff. However, children are not routinely asked what they would like to do at the club. This means that activities are planned without their input. Also, staff do not always adapt activities to maintain interest or sustain engagement. As a result, low-level behaviour issues sometimes occur. For instance, during planned activities, some children wander and begin to distract others, when the activity does not hold their attention.

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Behaviour, attitudes and establishing routines Expected standard

Attendance is promoted through clear communication with parents, regular reminders about the value of consistent attendance and prompt follow up when children are unexpectedly absent. This helps leaders maintain oversight of children's wellbeing and ensures families understand the importance of reliability in wraparound care.

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Children's welfare and wellbeing Expected standard

Staff are warm and nurturing, and they take time to understand children and their families. This helps children feel recognised and secure. Children know the routines of the club well and show independence when choosing from the activities on offer, collecting their drinks and selecting their snack. They have access to a wide range of physical experiences, including football and gymnastics, supported by a designated staff member, who promotes physical activity across the club. Staff praise children's efforts and developing skills, such as mixing ingredients during baking, which builds confidence and encourages them to keep trying.

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Children's welfare and wellbeing Expected standard

Staff maintain awareness of where children and staff are at all times through a walkie-talkie system, supporting safe supervision. Parents feel well supported and speak positively about the range of opportunities available. Staff reinforce daily safety expectations, such as holding the handrail when using the stairs, helping children understand how to keep themselves safe. Leaders maintain oversight of welfare and routines so staff can provide support for children. Children learn healthy habits, including handwashing routines before eating and the value of being physically active. However, cooking activities do not consistently deepen children's understanding of healthy food choices. This is mirrored in snack routines, where many children bring crisps despite the club's intention to promote healthier options. Children themselves express interest in preparing and eating healthier foods, yet this is not fully

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Children's welfare and wellbeing Expected standard

reflected in the experiences or guidance currently provided.

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Inclusion Expected standard

Children experience an inclusive environment, where their individual needs are recognised and understood. Leaders work closely with the school's special educational needs coordinator to ensure continuity of care and support. Staff know the children well, including those with special educational needs and/or disabilities, and use this knowledge to shape adaptations that help all children take part. For example, staff offer small, purposeful jobs, such as weighing out ingredients during cooking activities, helping children feel involved and valued. Needs are identified swiftly, and leaders collaborate with the school and parents so that support is coordinated and responsive.

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Inclusion Expected standard

Leaders have high expectations for children. They are included in every activity and receive reassurance or time to settle when needed. All children are welcomed, and staff ensure they can access planned experiences. Staff establish clear expectations and maintain consistent routines so that children understand what will happen next and feel secure. Parents feel well informed because staff take time to understand familiar routines and interests from home and school.

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Inclusion Expected standard

Leaders ensure that staff receive training in special educational needs and/or disabilities and how to support them. External expertise is available when required. Staff understand the wider circumstances that may affect children's wellbeing, such as being younger within the year group, having medical needs or experiencing changes at home. They take these factors into account and keep routines predictable to support transitions. However, during playtimes, some children do not engage fully because activities follow generic plans rather than reflecting children's interests, which limits engagement and involvement.

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Leadership and governance Expected standard

Leaders provide effective oversight across all settings and have high aspirations for delivering inclusive, high-quality care. They work closely with the school to ensure continuity for children, supported by staff who also work within the school community and know the children well. Leaders ensure all staff receive annual training, including safeguarding and sessions on special educational needs and/or disabilities. Ongoing training helps staff identify concerns and make adaptations that support all children. Leaders and staff know the children well and use this understanding to shape their approach.

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Leadership and governance Expected standard

Leaders liaise regularly with staff to understand the needs of children attending each day and to plan for their wellbeing. However, leaders and staff do not consistently respond to children's interests or provide regular opportunities for them to influence what they play, cook or do during sessions. Activities are often planned in advance without children's input, and staff do not always adapt these plans when children show emerging preferences. As a result, children's ideas are not routinely captured or used to shape the experiences on offer. This limits the extent to which children feel their views are valued and reduces opportunities for them to develop ownership over their play.

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Leadership and governance Expected standard

Staff speak highly of leaders and feel valued and well supported, knowing senior managers are available when needed. The organisation of the club enables leaders to address concerns promptly. Parents also speak positively about the club, highlighting flexible arrangements, clear communication and staff who know the children well.

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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, welcoming environment, where staff know them well and understand what helps them feel secure. They settle quickly because routines are familiar and adults use calm, consistent language to guide them. Children move confidently around the club, choosing from the activities on offer and join their friends in play. They know that staff will listen and help them whenever needed. This supports their sense of safety and belonging.

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

Children experience an environment where their individual needs are understood. Staff make thoughtful adjustments so that all children, including those with special educational needs and/or disabilities, can take part in the session. Clear explanations, visual cues and predictable routines help children understand what is happening and what will come next. Children who need extra time or comfort receive it sensitively, allowing them to join in at their own pace.

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

Children enjoy a broad range of experiences that encourage them to be active, creative and sociable. They take pride in practising new skills, whether joining in with football and gymnastics outdoors or helping prepare ingredients during cooking. Staff notice children's efforts and celebrate their achievements, which builds confidence and encourages them to keep trying. Children behave positively, follow the routines and show consideration for one another. They enjoy spending time with friends they may not see during the school day, and these friendships contribute to a calm, settled atmosphere.

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

Children develop independence as they choose activities, collect their drinks and organise their belongings. They understand daily routines and follow safety expectations, such as holding the handrail when using the stairs. Children feel happy, included and well cared for. They enjoy their time at the club and benefit from a nurturing environment that supports their confidence and enjoyment after school.

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Next steps

Leaders should adapt planned activities more responsively, so they reflect children's interests and keep them engaged, reducing the low-level behaviour issues that occur when activities do not hold their attention. Leaders should ensure cooking and snack routines consistently promote healthy food choices. Leaders should develop ways for children to share their ideas and preferences, and ensure these are used to shape daily activities.

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About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

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Address:

Marie Weller Primary School Redcar Road Towcester Northants NN12 6LZ

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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 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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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Age range of children at the time of 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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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

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

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