Woodgate Buddy's

Woodgate Buddy's

Unique reference number (URN): 2856138 Address: Woodgate Primary School, Lutley Grove, Birmingham, B32 3PN Type: Childcare on non-domestic premises Registered with Ofsted: 25/11/2025 Registers: EYR, CCR, VCR Registered person: Williams, Emma

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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 build highly effective relationships with staff and other children. Older and younger children play harmoniously together and consistently show kindness and consideration towards one another. For example, in the outdoor area, children confidently engage in games involving kicking, throwing and catching balls with their friends. This ensures children are developing their physical and social skills.

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Behaviour, attitudes and establishing routines Strong standard

Staff skilfully teach children to understand the impact of their actions on others and help them to recognise when their behaviour may have upset their friends. They do this in an age-appropriate manner that enables all children, including those with special educational needs and/or disabilities, to manage their own feelings and behaviour effectively. As a result, children behave exceptionally well.

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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff create an environment that positively supports children's development and learning. They share relevant messages and information from the school with parents and carers. This helps to ensure parents are kept informed and supports effective communication between the school, club and families. This approach ensures relationships with parents are secure and children feel settled and cared for at the club.

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Behaviour, attitudes and establishing routines Strong standard

Leaders promote positive attendance and work closely with parents to monitor children's attendance regularly. This helps to keep children safe, supports their wellbeing and enables them to engage fully in the club's activities.

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Children's welfare and wellbeing Expected standard

Leaders and staff create a warm, welcoming and nurturing environment for children as they arrive at the club following their school day. They demonstrate secure knowledge in keeping children safe by implementing secure procedures for accessing the premises and maintaining effective supervision. As a result, children feel safe and secure. Children benefit from opportunities to engage in outdoor learning experiences that support their physical development. For example, children enjoy water and bubble play, counting the number of ducks they can see in the water and they pour water in and out of funnels. Although, children are supported in their play by staff they have yet to consistently embed the key- person system to ensure younger children are fully supported in their emotional wellbeing during routines.

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Children's welfare and wellbeing Expected standard

Children benefit from healthy and nutritious snacks. They wash their own hands before settling down for snack time. Children enjoy a healthy snack of watermelon, apple and cheese crackers. Staff encourage children to have a drink of water as they explain that it is warm outside, helping children to understand the importance of staying hydrated. As a result, children are developing their independence and awareness of the importance of maintaining their health and wellbeing.

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Inclusion Expected standard

The environment is typically inclusive and welcoming for all children. Leaders and staff use effective assessment systems to identify and respond to children's emerging needs, including those with special educational needs and/or disabilities (SEND). They plan purposeful experiences that reflect children's interests and support their individual development. For example, when leaders and staff identify children's interests in vacuum cleaners, they purchase resources to extend and develop their learning. As a result, children engage happily in activities that sustain their interest in play and show an enjoyment in their learning.

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Inclusion Expected standard

Children with SEND are supported securely through a two-way flow of information between the club and parents and carers. Staff use this information to promote inclusion and ensure children can participate fully in the experiences on offer. Parents report that staff are supportive and understanding towards their children's needs and this has allowed their children to thrive at the club. However, leaders are yet to consistently ensure they have a secure understanding of the needs of disadvantaged children, including those who face other barriers to their learning.

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Inclusion Expected standard

Leaders understand the importance of working with other professionals, including the school that children attend. They share information effectively to identify any changing needs and ensure children receive the support they need.

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Leadership and governance Expected standard

Leaders meet the statutory requirements of the early years foundation stage. They generally reflect on the quality of the club and identify strengths and areas for further development. Leaders recognise that relationships with parents and carers are important in supporting children's development. However, they do not consistently share information with parents about the activities children take part in at the club. As a result, this does not extend children's interests at home.

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Leadership and governance Expected standard

Effective supervision arrangements are in place. Leaders support staff well and consider their wellbeing. They share responsibilities across the team to help manage workloads. Leaders access training through the on-site school. They ensure staff complete relevant training to develop their knowledge and skills, including in supporting children with special educational needs and/or disabilities. This helps staff to provide effective support and meet children's individual needs.

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Leadership and governance Expected standard

Leaders work closely with the school and relationships are positive. They share relevant information between the school and parents, helping to maintain a two-way flow of communication. This helps continuity of care. Leaders also promote positive attendance and work closely with the school and parents to monitor attendance. This helps to support children's safety, wellbeing and engagement in 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

Typically, Children arrive happy and eager to talk to their friends. They are warmly welcomed by familiar staff, when collected from their classrooms. Children confidently put away their own belongings and settle into the routine. They are given support by staff, when needed, which helps to build their confidence and self-esteem. Staff offer children a drink of water on entry to the club and help them to recognise that they feel warm because of the hot weather outside. As a result, children are safe, valued and securely cared for. Children enjoy many fun experiences at the club. They eagerly explore water play, splashing water to make bubbles and filling and emptying containers through funnels. In the outdoor area, children enjoy playing ball games with their friends, kicking, throwing and catching balls as they develop their physical skills. Younger children delight in running with colourful scarves, moving freely and confidently in the outdoor space. Staff play alongside children

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

and provide quality interactions that enhance their enjoyment and engagement. They consistently support children to behave positively and recognise when children are affected by the actions of others. Staff offer reassurance and comfort, helping children to understand and manage their feelings. As a result, children behave well, develop positive relationships and feel happy and safe.

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

Staff support children through daily routines, such as snack time. Children select their own snack from a healthy range of options, including watermelon, apple and cheese crackers. This promotes healthy eating and supports children to make healthy choices.

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

Staff work closely with the school to ensure there is a two-way flow of information between the school and the club. This helps to support children's individual needs and promotes continuity in their care and experiences. Leaders monitor children's attendance and understand that this helps to keep children safe and supports good habits for their learning at school.

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Next steps

Leaders should ensure they have a secure understanding of the needs of disadvantaged children and those who may face other barriers to learning, so that all children receive effective support. Leaders should embed the key-person system consistently to ensure staff support younger children even more to raise their emotional wellbeing. Leaders should strengthen arrangements for sharing information with parents about the activities children take part in at the club, so that they can extend children's interests at home.

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About this inspection

The inspector spoke with staff and children, and took account of parents views 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:

Woodgate Primary School Lutley Grove Birmingham B32 3PN

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 03:15 - 05:30

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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

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

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