S4A Group Ltd @ Oak Green

S4A Group Ltd @ Oak Green

Unique reference number (URN): 2790478 Address: Oak Green School, Oak Green, Aylesbury, HP21 8LJ Type: Childcare on non-domestic premises Registered with Ofsted: 23/04/2024 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

Staff help children to understand the rules. They role model positive behaviour by being kind and caring towards children and their colleagues. Children follow their lead and demonstrate an understanding of the importance of being considerate of others' feelings. For example, children thoughtfully help their friends by cutting out the shapes they need for creative activities. Children generally behave well. Any incidents of unwanted behaviour are managed promptly and effectively by staff. Children collaborate well with one another. Staff regularly reinforce the importance of taking turns and being inclusive. For example, when some children struggle to cut with scissors, their friends quickly offer to help.

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Behaviour, attitudes and establishing routines Expected standard

Staff take children's interests into account when planning activities. They spend time listening to children and developing an understanding of their individual talents and interests. For example, staff recognise that some children with special educational needs and/or disabilities find the transition from school to the after-school club difficult. To support them, staff provide engaging tasks linked to their favourite activities. This sparks children's curiosity and encourages their participation. Furthermore, staff make a particular effort to play alongside and include the youngest children throughout the session. As a result, children feel motivated to join in, and they arrive happily. Children show excitement and anticipation for the experiences on offer.

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Children's welfare and wellbeing Expected standard

Children enjoy participating in healthy routines and lifestyles at the after-school club. They benefit from daily outdoor play, organised sporting activities, indoor board games and opportunities for free play. However, staff do not consistently support children to develop their understanding of healthy choices. For example, staff do not always help children to understand the importance of eating a healthy snack and the positive impact this has on their wellbeing. In addition, children do not receive consistent encouragement to take regular water breaks during hot weather. As a result, children do not benefit from consistent opportunities to promote lifelong healthy eating and hydration habits.

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Children's welfare and wellbeing Expected standard

Well-established routines and positive interactions help children to feel safe, enjoy their time at the after-school club and understand expectations for their behaviour and safety. For example, when staff ask children to listen for the register, the room quickly becomes silent. Children happily respond when their names are called. Staff know children well and clearly enjoy spending time with them. For instance, younger children chat enthusiastically with staff as they create penguins with craft materials and talk about their designs. These warm interactions help children to feel valued, supported and confident within the after-school club environment.

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Inclusion Expected standard

Leaders and staff identify children's individual needs effectively through close communication with families, schools and other professionals. They gather and use information well to understand children's circumstances, strengths and any areas where additional support may be required. Staff have a sound understanding of how to meet the needs of children with special educational needs and/or disabilities, including those with social and emotional needs. This helps them to adapt their support accordingly. For example, staff observe children's behaviour closely. When they recognise early signs that some children need to release energy, they promptly offer physical games and activities to meet this sensory need. This helps children to develop their skills to regulate their emotions.

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Inclusion Expected standard

Generally, leaders and staff reduce barriers to children's participation and wellbeing through inclusive practice, reasonable adjustments and targeted support. Furthermore, staff promote children's independence sensitively, helping them to develop confidence and learn new skills. For example, when children find using scissors tricky, staff provide encouragement, telling them they can do it, and motivating them to keep trying. However, staff do not consistently organise activities in ways that fully support less-confident children to participate. For example, some children hover around a creative activity but do not join in because they believe there is no space available. They lack the confidence to ask if they can take part. As a result, opportunities to fully include and engage these children are not consistent.

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Leadership and governance Expected standard

Leaders are passionate about providing a fully inclusive and welcoming after-school club. They make decisions thoughtfully, with the needs, welfare and enjoyment of all children at the forefront. Leaders work closely with parents and carers, the host school and other professionals to implement effective strategies. This ensures children are fully supported and able to access the wide range of activities on offer. Staff know children well and actively involve them in the development of the after-school club. They regularly monitor what children enjoy and seek their views on activities and experiences they would like to see provided. This helps children to feel valued and gives them a genuine sense of choice and ownership.

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Leadership and governance Expected standard

Leaders demonstrate a deep passion for their roles. They are keen to share their expertise and experience with staff, particularly in areas, such as how children can regulate their feelings through play. Staff are well supported and enjoy their roles within the after-school club. Supervision sessions are effective and provide staff with valuable opportunities for coaching, reflection and professional development. Staff report that leaders are approachable, supportive and considerate of their individual circumstances. Leaders are committed to the continual development of the after-school club. They maintain close partnerships with the host school, helping to meet the needs of the community and the families they serve.

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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 attending the after-school club. They are happy and enthusiastic about the activities on offer. Children demonstrate that they feel safe, welcomed and valued. Warm and positive relationships with staff help children to develop a sense of belonging. Staff take time to listen to children and engage them in meaningful conversations. This helps children to build trust and confidence. For example, when staff collect children from their classrooms, they ask them about their day. Children eagerly chat about their lessons. Staff recognise and

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About this setting

Unique reference number (URN): 2790478 celebrate children's achievements. For instance, they praise children as they create painted plates. This helps children to feel proud, included and valued.

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About this setting

Children show imagination and creativity as they build structures with LEGO. They engage in role play, taking on roles such as members of a boat crew. Indoors, children enjoy a range of activities, including puppet play, colouring and train-track construction. They work together on projects, such as creating a paper penguin, demonstrating perseverance, teamwork and pride in their achievements. Children benefit from a wide range of experiences, both indoors and outdoors. They participate enthusiastically in team games, football and activities and games, such as 'red light, green light'. This helps children to develop their physical skills while learning to cooperate effectively with others.

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About this setting

Children benefit from clear routines and consistent supervision within the after-school club. This helps them to feel secure and understand what is happening throughout the session. For example, children happily wash their hands and collect their snack on arrival. As a result, children, including those with special educational needs and/or disabilities, are confident, engaged and able to thrive in an inclusive and supportive environment.

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Next steps

Leaders should support staff to further enhance activities to fully support less-confident children to participate, supporting them to have consistent positive attitudes to play. Leaders should make sure that staff promote children's healthy habits, including providing healthy snacks and regular water breaks throughout the session.

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About this inspection

The inspector spoke with leaders, staff, parents and carers, children and those staff with roles, such as the designated safeguarding lead, 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:

Oak Green School Oak Green Aylesbury HP21 8LJ

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Address:

Type: Childcare on non-domestic premises

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Address:

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