S4K - Tower Hill Primary

S4K - Tower Hill Primary

Unique reference number (URN): 2783309 Address: Tower Hill CP School, Fowler Road, Farnborough, GU14 0BW Type: Childcare on non-domestic premises Registered with Ofsted: 16/04/2024 Registers: EYR, CCR, VCR Registered person: S4K Surrey 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 clear, inclusive routines and high expectations for behaviour, which staff implement appropriately across the club. This helps all children feel welcome, secure and able to take part confidently in activities. Staff involve children in creating the club's 'golden rules', helping them understand the importance of positive behaviour and taking responsibility for their actions. They also remind children not to share food, helping to keep children with allergies safe. Leaders monitor attendance effectively and work closely with parents and carers and the host school to promote regular attendance and ensure children's safety and wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Children typically show positive attitudes to play and arrive eager to join in. They confidently follow familiar routines, such as lining up, washing their hands and sitting with their friends at the table. Children enjoy playing board games together, take turns, follow rules and celebrate each other's successes. Leaders and staff are positive role models, who demonstrate kindness, respect and positive attitudes. They listen to children and value their views, helping children to reflect these behaviours in their own interactions.

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Behaviour, attitudes and establishing routines Expected standard

Children quickly become familiar with the club's routines and follow them confidently. For example, children wash their hands before independently self-serving their snack, promoting their independence.

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Children's welfare and wellbeing Expected standard

Leaders place children's welfare and wellbeing at the heart of the provision. They promote an inclusive culture, where children's welfare and wellbeing are prioritised. Leaders ensure all children feel safe, valued and supported to take part fully in the club. Staff gather comprehensive information about children before they start and continue to update this, as needed, while they attend the club. This includes details such as allergies, dietary requirements and any additional support needs. As a result, staff have a secure understanding of each child and are well equipped to meet their individual needs effectively.

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Children's welfare and wellbeing Expected standard

Children typically understand and follow the routines established throughout the session. For example, they wait patiently for their name to be called before washing their hands prior to having snack. These familiar routines provide children with a sense of structure and predictability, helping them to feel safe and secure. However, the snack time routine is not yet organised as effectively as other aspects of the session. Children occasionally become restless during these periods of unnecessary waiting.

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Children's welfare and wellbeing Expected standard

Children benefit from access to a large, secure outdoor area, where they enjoy a wide range of physical activities, including football and team games. These experiences promote their physical development, coordination and confidence. Children demonstrate a secure understanding of how to keep themselves safe. For example, they know they must remain within designated areas and consistently follow the club's safety expectations.

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Inclusion Expected standard

Leaders understand the importance of reducing barriers to participation for all children, and try to ensure that every child feels valued. Children with special educational needs and/or disabilities (SEND) and those who face other barriers to learning, are fully included in all aspects of the club. Staff use simple strategies that align with those used in school, to support children in managing routines, building relationships and participating fully in activities. They adapt their practice sensitively, offering reassurance and adjusting expectations, when needed, so that all children can participate successfully.

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Inclusion Expected standard

Leaders have effective systems for identifying, assessing and meeting children's individual needs. They work closely with parents and carers, the host school and other professionals, to reduce barriers and ensure all children, including those with SEND, are fully included in all aspects of the club. Leaders support staff to complete training. However, leaders have not yet embedded a strategic approach to staff supervision, to identify, target and evaluate staff professional development, including SEND training. As a result, children do not consistently benefit from high-quality practice.

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Leadership and governance Expected standard

Leaders generally have a clear understanding of the setting's strengths and priorities for improvement. They use detailed knowledge of children and families to make decisions that support children's wellbeing, particularly those who are disadvantaged, those with special educational needs and/or disabilities, and those who face other barriers to their wellbeing or engagement. Leaders act swiftly, for instance, making sure that information from school, parents and carers is complete, ensuring staff have what they need to support children effectively.

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Leadership and governance Expected standard

Staff report that they enjoy working at the club and feel well supported. Leaders promote staff wellbeing and manage workload effectively, creating a positive working environment. They have identified relevant training opportunities for staff. However, systems to embed and evaluate the impact of this training are not yet fully established. In addition, leaders recognise the need to further embed snack time routines so that children do not experience unnecessary periods of waiting before eating.

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Leadership and governance Expected standard

Leaders have established effective partnerships with parents and the host school. They work closely together to share information, support children's individual needs and promote continuity in their care and learning. Parents speak highly of the club and report that their children love attending. They value the positive relationships staff build with their children and the regular communication from leaders.

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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 enjoy their time at the club. They are warmly welcomed by friendly staff, who take a genuine interest in their day and listen carefully as children share their experiences. Children arrive eager to explore the activities that have been thoughtfully prepared for them. Their enthusiasm and curiosity help them settle quickly, engage in play and make positive choices about how they spend their time. Children eagerly take part in a wide range of outdoor, sporting activities. They develop their coordination and physical skills while working

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Inspector:

together, encouraging one another and building teamwork, resilience and a positive attitude towards being active.

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Inspector:

Children play cooperatively with friends and staff, and concentrate well during construction and creative activities. They confidently invite staff to join their play and engage independently with a wide range of interesting resources. Children speak positively about their relationships with staff and feel happy, safe and well cared for at the club.

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Inspector:

Children behave well and understand the club's clear routines and expectations. They generally demonstrate a growing understanding of healthy lifestyles. They talk about the importance of healthy food, exercise, keeping active and good hygiene, such as washing their hands before eating. Staff value children's individuality, listen to their views and provide choices that reflect their interests and needs. This helps every child to feel included and to flourish. These experiences help children to develop confidence, manage their own wellbeing and establish positive, lifelong habits, that support their future health and wellbeing.

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Inspector:

Children, including those with special educational needs and/or disabilities and those who face other barriers, are fully included in all aspects of the club. They typically receive the support they need to overcome barriers to their learning and wellbeing. This enables them to build confidence, develop new skills and make steady progress from their individual starting points. Children and their families are warmly welcomed into the club. Staff take time to build positive relationships with parents and carers, promoting regular attendance and valuing the information they share about their children's interests, needs and experiences.

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Next steps

Leaders should support staff to embed consistent snack time routines to minimise waiting times and maximise children's engagement and independence. Leaders should continue to embed training opportunities to strengthen staff's knowledge, skills and the quality of practice.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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. Sarah Richards

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Address:

Tower Hill CP School Fowler Road Farnborough GU14 0BW

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 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. 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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