Roundabout After School Club

Roundabout After School Club

Unique reference number (URN): 2777994 Address: Round Hill Primary School, Foster Avenue, Beeston, Nottingham, NG9 1AE Type: Childcare on non-domestic premises Registered with Ofsted: 25/03/2024 Registers: EYR, CCR, VCR Registered person: Roundabout After School Club CIO

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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 Strong standard

Children form trusting, positive relationships with familiar adults and know who to turn to when they need reassurance or support. Effective key-person arrangements ensure that staff understand all children's individual preferences and needs, enabling smooth transitions between school and the club. Older children often support younger children. For example, when playing games, or tidying away activities. This contributes to an inclusive atmosphere, where everyone feels valued.

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Behaviour, attitudes and establishing routines Strong standard

Established routines provide children with security and help them move confidently between activities and spaces. Children respond positively to staff's clear and consistent approach and know what is expected of them. For instance, they know and respect that they cannot go to outside activities until the area is checked and the gates are locked for safety. Staff are effective communicators and adapt this dependant on the children's ages and developmental stages. This supports extremely good behaviour and enables children to remain engaged in purposeful experiences.

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Behaviour, attitudes and establishing routines Strong standard

Strong partnerships with the school, parents and external agencies ensure continuity for all children. Shared expectations and effective communication provide inclusive practice, where children thrive. Leaders understand the importance and benefits of punctuality and regular attendance. Strong policy and procedures are in place and staff monitor children's attendance. This ensures that children who may need additional support are identified and helped.

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Leadership and governance Strong standard

Leaders demonstrate strong leadership skills and a clear commitment to achieving the highest possible standards for all children who attend the club. They conduct a robust self- evaluation process and use staff appraisals and supervision meetings effectively to drive improvements and staff's personal development. This reflective culture strengthens professional skills and ensures that staff remain focused on delivering high-quality experiences and opportunities for all children who attend the club.

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Leadership and governance Strong standard

Leaders have an accurate understanding of the club's priorities and take purposeful action to address them. For example, they introduced specific training to support children's behaviour and wellbeing that had been affected by the COVID-19 pandemic. This ongoing evaluation and reflection supports the club's ethos of welcoming every child and fostering a sense of belonging.

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Leadership and governance Strong standard

The setting is exceptionally well organised. Staff conduct themselves professionally and communicate clearly, which contributes to the smooth running of this large after-school provision. Leaders actively seek the views of parents and maintain regular communication, including through email, meetings, visits and open events, which families value. Staff report high levels of job satisfaction and feel well supported in their roles. They speak positively

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Expected standard

about the guidance they receive, and the appreciation shown by leaders. As a result, staff understand their responsibilities and work confidently as a cohesive team.

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Children's welfare and wellbeing Expected standard

Leaders and staff promote children's welfare and wellbeing. All staff build positive, trusting relationships with children and maintain clear expectations, using calm and reassuring interactions that help children feel safe and confident. Children play cooperatively, share resources and show respect for one another, for instance, while playing board games. This strengthens their sense of belonging and supports emotional development. Leaders and staff respond sensitively to children's individual needs and offer prompt comfort to younger children, which helps them feel secure. Staff know all children well and adapt their approach to nurture each child's confidence and wellbeing accordingly.

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Children's welfare and wellbeing Expected standard

Healthy lifestyles are promoted and children enjoy nutritious snacks, cooking activities and discussions about safety and oral health. Typically, staff encourage children to be independent, and this is supported through links with the school and across the club. However, on occasions opportunities for younger children could be strengthened. For example, not all staff encourage children to wash their hands or collect their drinks to further develop children's independence skills.

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Children's welfare and wellbeing Expected standard

The environments are inclusive, stimulating and offer safe spaces. Gardening, physical play and outdoor exploration encourage children to engage in activities that support their wellbeing. For Instance, they enjoy time in the wild area, talking and looking at nature. This promotes their welfare, providing opportunities for relaxation and social interaction and builds valuable life skills, such as confidence, teamwork and communication.

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Inclusion Expected standard

Leaders have established clear procedures to ensure that children with special educational needs and/or disabilities (SEND) are included and that the provision is adapted to meet their individual needs. Staff generally demonstrate confidence in recognising emerging needs and implementing targeted strategies and children with SEND are typically supported well. However, staff identified further training they are undertaking, so they can better support all children, especially those with SEND. The staff are committed to creating a fully inclusive environment, where every child can participate successfully. Activities are adapted appropriately and children are supported to make choices about how they play.

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Inclusion Expected standard

Through the key-person approach, staff take time to understand each child's individual circumstances, interests and developmental needs, ensuring that support is tailored to help them thrive. Effective relationships with families enable staff to be aware of factors that may affect children's wellbeing and participation, allowing appropriate support to be put in place when needed. Opportunities for all children to access outdoor play are prioritised, as staff recognise the importance of fresh air, physical activity and access to natural environments, which children may not have at home. Positive, respectful partnerships with the school, parents and external professionals contribute to a consistent approach to all children's care and development. Through effective communication and collaboration, staff ensure that children feel safe, valued and able to enjoy a wide range of experiences.

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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 experience a warm, welcoming, and nurturing environment, where they feel safe, valued and eager to join in at the club. An experienced manager and long-standing staff know all the children well. They build strong, trusting relationships with the children and their families. This helps children to settle quickly and develop confidence in their surroundings.

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

The club is inclusive and all children, including those with special educational needs and/or disabilities, are supported through early identification and intervention. Strong partnerships with the school mean children's interests at school continue at the club. For example, the children had been reading 'The Tiger Who Came to Tea' and this story was used to support activities in the club. Children are happy and confident and their health and wellbeing are prioritised. They enjoy a variety of nutritious snacks and learn about healthy lifestyles through activities, such as gardening. Oral health is supported through conversations, as is the importance of self-care. Children benefit from activities that reflect their interests and promote their curiosity.

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

Children enjoy a wide range of opportunities, both indoors and outdoors. They benefit from physical exercise, playing games, such as cricket and football, including sessions provided by external sports coaches. The outdoor environment especially enriches children's experiences and enjoyment, offering opportunities to explore nature, develop independence and take safe risks. For instance, children can climb, learn to balance and manoeuvre over the large wooden trail. This supports children to enhance their problem-solving skills, confidence and independence.

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Next steps

Leaders should consider how to further strengthen children's independence, enabling them to take greater responsibility for their own self-care skills, to further support their welfare and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children, the school's headteacher and parents during the inspection.

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About this inspection

We carried out this inspection under section 49 and 50 of the Childcare Act 2006 on the quality and standards of provision that is registered on the Early Year 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. Maggie Bellamy

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Address:

Round Hill Primary School Foster Avenue, Beeston Nottingham NG9 1AE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Roundabout After School Club CIO

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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Address:

Local authority: Nottinghamshire County Council

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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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