The Beehive Oaklands

The Beehive Oaklands

Unique reference number (URN): 2826077 Address: Oaklands Infant School, Butler Road, Crowthorne, RG45 6QZ Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2025 Registers: EYR, CCR, VCR Registered person: The Beehive (Wokingham) 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 Needs attention

Some early years children do not consistently benefit from an efficient key-person system. As a result, these children play alone and allocated key persons do not recognise or support their social interactions with others. Despite this, behavioural expectations and routines typically support children's daily experiences. Children generally complete activities independently and with friends, enjoying the positive reactions they receive from staff when they make them fans from recycled materials.

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Behaviour, attitudes and establishing routines Needs attention

As children arrive, most confidently follow the routines. They independently store their belongings, queue for snack, clear away their plates and settle quickly into activities. Some younger children prefer to relax on mats, listen to stories or look at books independently. Overall, relationships between staff and children are respectful. Typically, snack times provide valuable opportunities for conversations about children's school and home experiences, helping some staff get to know them better. However, some younger children receive minimal adult interaction from adults and therefore continue to play independently, despite occasionally showing interest in joining older children's play. Consequently, opportunities to support their social confidence, inclusion and sense of belonging are not consistently maximised. As a result, they do not always develop secure bonds with a familiar adult who knows them well.

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Behaviour, attitudes and establishing routines Needs attention

Leaders monitor children's attendance and follow clear procedures when a child expected at the club does not arrive, including contacting parents promptly. This helps to promote children's welfare and safety.

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Children's welfare and wellbeing Needs attention

Staff responsible for younger children do not consistently check on their key children or monitor their wellbeing closely enough. Furthermore, staff deployment does not consistently promote the key-person approach, as staff allocated to younger children spend long periods doing jobs supervising groups of children of different ages to select their snacks, reducing opportunities for meaningful interactions. This means that sometimes, these children spend extended periods playing alone with limited interaction from adults or their peers. In addition, younger children's care needs, such as support when using the toilet, are not always monitored effectively. This means some younger children's emotional and physical wellbeing is not consistently supported.

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Children's welfare and wellbeing Needs attention

Overall, children demonstrate they are happy and settled at the club. Some staff build warm relationships with children and support them in a calm and nurturing way. Children participate in a range of activities, including arts and crafts and outdoor play. Daily outdoor access benefits those children who prefer to be active in the fresh air. Leaders and staff carefully consider where children can play on the open school field, ensuring they remain in the shade and stay cool during hot weather. This helps to support children's safety in hot weather.

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Children's welfare and wellbeing Needs attention

Children demonstrate suitable levels of independence. They understand expectations around hygiene routines, such as washing their hands on arrival at the club before they line up to select their snacks. Staff promote healthy lifestyles by encouraging nutritious food choices, regular drinks of water, positive mealtime manners and daily opportunities for outdoor play and physical activity.

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Inclusion Needs attention

Leaders and staff are yet to strengthen partnerships with schools, nurseries and other professionals to ensure important information about individual children is shared consistently to be fully inclusive. As a result, some younger children do not always benefit from continuity in their care, support and experiences.

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Inclusion Needs attention

Overall, the indoor and outdoor environments reflect the differing ages of children, which appeal to their individual choices and encourage exploration. Children who prefer to be outside take part in a variety of experiences, such as blowing bubbles, painting tree bark with water and brushes, and colouring pictures. However, some quieter, younger children move quickly between activities without sustaining their engagement and receive little purposeful interaction from adults, including their named key persons, to encourage them to join in with others. Consequently, opportunities to promote social confidence, participation and sense of belonging are not always fully realised.

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Inclusion Needs attention

There are currently no early years children attending with special educational needs and/or disabilities (SEND). Leaders and staff complete training to support children with SEND and report they feel confident in recognising potential delays in children's development. Appropriate strategies are in place to support children who need extra help to regulate their emotions. For example, some children benefit from reassurance, quieter activities or opportunities to play independently indoors or outdoors.

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Leadership and governance Needs attention

Leaders do not have a secure understanding of some of the statutory requirements they must implement. This includes not yet establishing effective key-person arrangements for early years children, which as a result, limits continuity of care and clarity for parents. In addition, partnerships with schools and other professionals are not yet sufficiently developed to ensure consistent information sharing about individual children's needs to further inform better care. Nevertheless, leaders are open to reflection and demonstrate a willingness to strengthen the quality of the provision.

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Leadership and governance Needs attention

Leaders do not identify specific training and coaching that staff need to improve their knowledge and skills further. Staff practice is not monitored or evaluated precisely enough to identify strengths or areas requiring improvement. Consequently, leaders do not consistently provide targeted feedback that helps staff improve the quality of their interactions with children. That said, leaders place a firm emphasis on staff wellbeing and reduced workload, and staff report that they feel valued. Staff have access to a suitable range of professional development opportunities, and complete mandatory training, such as safeguarding and paediatric first aid.

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Leadership and governance Needs attention

Leaders organise staff rotas to complete operational tasks, such as monitoring children while they choose their snack ingredients before they sit down to eat. However, these duties often occupy staff for extended periods of time until children of all ages have finished selecting their snack, reducing the time key persons spend supporting the youngest children. As a result, these children do not consistently benefit from high-quality, meaningful interactions and individual support they need.

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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

Early years children, who attend this busy club do not consistently benefit from a secure key person system. Their understanding of routines, emotional wellbeing and individual care is not fully supported by a familiar adult. Consequently, these children are not always clear about who to approach for guidance, support or reassurance when needed. In addition, information sharing about some children's experiences and care between club staff and class teachers is limited. This is particularly evident when club staff collect younger children from their classrooms, as they are not always sufficiently informed about how best to support each child's needs during the club session. As a result, some younger children spend much of the afternoon session playing alone with little meaningful interaction from staff. Although, they occasionally attempt to join team games involving older children and staff, these efforts are not recognised, limiting opportunities to promote their inclusion and

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

Children freely explore the after-school club and generally follow the routines. On arrival, they greet staff with a smile, quickly line up to select their own fillings in wraps and spreads on toast and enjoy making their own snack. During this time, staff sit with children, engaging them in meaningful conversations about their school day. Afterwards, children settle into activities and demonstrate they feel comfortable at the club. For example, some choose to listen to stories read by staff, while others relax on mats in the cosy area to rest and unwind. Positive interactions such as these help some children develop warm relationships with some staff.

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

Younger children play independently, for example, with the role play kitchen resources, emptying and filling containers with pretend food. Although, the club is lively and well attended, opportunities to support younger children's children's social skills are not consistently recognised. Elsewhere, other younger children demonstrate kindness and creativity as they make fans from recycled materials and proudly offer spare ones to staff. They smile and giggle as staff respond enthusiastically and use the fans to cool down. Overall, children enjoy their time at the club. If children who are due to attend do not arrive, their whereabouts are consistently checked by leaders to ensure children's safety and welfare.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

establish a more robust key-person system to ensure young children build secure relationships with a consistent adult and they receive consistent care and meaningful interactions 05/08/2026

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Action Completion Date

share information effectively with parents and carers, and other professionals to ensure younger children 05/08/2026

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Address:

Oaklands Infant School Butler Road Crowthorne RG45 6QZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Beehive (Wokingham) Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00

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Action Completion Date

improve leaders' monitoring and evaluation of practice to identify accurately how the quality of staff interactions and engagement affect children's experiences and use this to precisely target individual staff's professional development programmes 05/08/2026

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About this inspection

The inspector spoke with the nominated individual, leaders, practitioners, children and 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. Local authority: Wokingham

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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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