Winton Primary School Extended School Services

Winton Primary School Extended School Services

Unique reference number (URN): 2819338 Address: Winton Primary School, Killick Street, London, N1 9AZ Type: Childcare on non-domestic premises Registered with Ofsted: 20/11/2024 Registers: EYR, CCR, VCR Registered person: Highbury Roundhouse Association 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 Expected standard

Children understand many of the club's routines. They arrive, register, choose activities and take part in snack time as part of the daily structure. Staff complete regular headcounts to make sure that children are accounted for and kept safe. Staff use praise, encouragement and a reward chart to promote positive behaviour. Children understand this system and enjoy receiving stickers.

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Behaviour, attitudes and establishing routines Expected standard

Children enjoy spending time with their friends and often play alongside one another. With support from staff, they share resources, take turns and show kindness towards others. Children sometimes help one another during activities, which contributes to a friendly atmosphere. Staff interact positively with children and use calm reminders to reinforce expectations.

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Behaviour, attitudes and establishing routines Expected standard

Children confidently choose activities and access resources independently. They engage well in activities that interest them, including creative and social play. However, behaviour expectations are not followed consistently during group times and shared activities. At times, children become restless, call out or find it difficult to remain focused. This means that routines during these parts of the session are not yet fully embedded.

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Behaviour, attitudes and establishing routines Expected standard

Staff generally support children to build positive relationships. However, strategies to help children manage disagreements and resolve conflicts are not used consistently. As a result, children do not always receive the support they need to solve problems calmly and respectfully.

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Children's welfare and wellbeing Expected standard

Children's care needs are met appropriately. Staff are attentive to children who may be tired or need reassurance after the school day. They provide calm encouragement and support children to take part in activities. This helps children feel secure, valued and confident during their time at the club. Familiar routines also help children settle at the end of the school day. Staff welcome children warmly, and children move comfortably into the club environment.

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Children's welfare and wellbeing Expected standard

Staff know the children well and recognise when they need additional reassurance, encouragement or support to join in. Children appear comfortable approaching staff for help and enjoy positive interactions with adults and their peers.

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Children's welfare and wellbeing Expected standard

Children follow suitable hygiene routines before snack time. They wash their hands before eating and sit together in a relaxed and sociable atmosphere. Children choose from a range of snacks, including fruit, vegetables, cheese and brioche. This encourages them to make choices independently and supports their health and wellbeing. Staff supervise children appropriately and encourage them to manage their own needs. The environment is organised to help children feel safe and comfortable. Staff remain attentive and respond calmly when children need help. As a result, children feel secure and able to enjoy their time at the club.

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Inclusion Expected standard

Leaders and staff make sure that children of different ages are welcomed and supported to take part. Staff gather information from parents and carers, the school and children's personal profiles to understand their interests, needs and circumstances. This helps staff identify where children may need additional support and adapt their approach.

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Inclusion Expected standard

Staff know children well and use this knowledge during the session. Children receive support to join in safely alongside others of different ages. Staff accompany children as they explore activities, remain close by and offer reassurance when needed. Older children sometimes help younger children, which supports positive relationships across the group.

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Inclusion Expected standard

Leaders communicate with relevant staff at the school when information needs to be shared. This supports continuity of care and helps staff understand children's wellbeing. Leaders understand how to work with families and other professionals when children with special educational needs and/or disabilities, or those who face other barriers to their learning and/or wellbeing, need further support.

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Inclusion Expected standard

Children are treated with kindness and respect. A flexible booking system supports a range of family needs. As more children begin to attend, leaders are reviewing how information about children's needs is shared across the team so that support remains consistent.

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Leadership and governance Expected standard

Leaders maintain appropriate oversight of the club and make sure that clear operational arrangements are in place. Staff understand their roles and responsibilities. This helps the club run safely and provides continuity for children and families.

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Leadership and governance Expected standard

Leaders communicate regularly with staff, the host school and the wider organisation. This supports the day-to-day running of the provision and ensures that safeguarding, welfare and operational matters are followed up. Leaders reflect on the quality of the provision and identify areas where practice can be improved.

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Leadership and governance Expected standard

Staff receive induction and safeguarding training. Leaders use team discussions to check staff's understanding of key procedures, including safeguarding and the safe collection of children. They are also working with staff to develop a more consistent approach to managing behaviour, supporting children during group activities and helping them resolve disagreements calmly.

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Leadership and governance Expected standard

Leaders have developed positive partnerships with parents, carers and the host school. Parents speak positively about the club and value the reliable childcare it provides at the end of the school day. Leaders gather children's views through discussions and use their ideas to help shape the activities offered. Leaders know the provision well and have identified appropriate priorities for improvement. They recognise that behaviour expectations during group times are not yet fully embedded and that staff need to use consistent strategies when children disagree. Leaders are providing staff with guidance about the approaches they should use and will continue to review practice to make sure that children receive consistent support.

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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 arrive at the club and settle into familiar routines at the end of the school day. Staff greet children warmly and help them feel comfortable. This creates a calm and welcoming environment where children feel safe and ready to take part. Children choose from a range of activities that reflect their interests. Staff listen to children's views and use their ideas to help shape activities. This gives children a sense of ownership and helps them enjoy their time at the club. Children take part in football-themed craft activities, make paper aeroplanes and select resources independently. They show interest in what they are doing and are proud to share their work. Children say that they 'like coming to the club because it has their favourite activities'.

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

Children play alongside others of different ages. Younger children receive support to join in safely, while older children access activities and resources that suit their age and interests. Children also show kindness towards one another. For example, they help their peers to make a paper aeroplane by showing them the steps. Most children respond to the club's routines and expectations. However, during some group activities, children need reminders to listen, wait and remain focused. Staff give these reminders calmly and encourage children to re-engage.

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

Children benefit from a positive after-school experience where they can relax, spend time with friends, develop independence and take part in activities they enjoy. Staff know children well and use information from parents, the school and children's personal profiles to understand their interests and needs. This helps children feel included and supported.

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Next steps

Leaders should support staff to use consistent strategies to help children manage disagreements and resolve conflicts calmly. Leaders should build on staff practice to strengthen behaviour expectations during group times so that children are supported to listen, wait, remain focused and follow shared routines.

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About this inspection

The inspector spoke with leaders, staff, 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.

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Address:

Winton Primary School Killick Street London N1 9AZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Highbury Roundhouse Association Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 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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