Club Vale ltd

Club Vale ltd

Unique reference number (URN): 2800927 Address: Southfield Park Primary School, Long Grove Road, Epsom, KT19 8TF Type: Childcare on non-domestic premises Registered with Ofsted: 05/08/2024 Registers: EYR, CCR, VCR Registered person: Club Vale 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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Children's welfare and wellbeing Strong standard

Leaders place children's welfare and wellbeing at the centre of the provision. Staff know children extremely well and use this knowledge to meet their individual health, emotional and care needs. They confidently and consistently manage medical and a wide range of dietary requirements, ensuring every child can participate safely. Staff follow well- established routines that help children feel secure. For example, children wash their hands on arrival, choose a healthy snack and settle quickly into activities. Staff respond appropriately to accidents and first-aid incidents, recording and sharing information with parents to ensure continuity of care.

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Children's welfare and wellbeing Strong standard

Children benefit from warm, trusting relationships with staff, who help them feel safe, confident and valued. Staff support children's emotional wellbeing by providing sensory resources, quiet spaces and individual adaptations when needed. They encourage children to make choices, develop independence and enjoy active play, both indoors and outdoors. Leaders work closely with families, schools and other professionals to provide consistent support for children, who may face barriers to their wellbeing. As a result, children feel secure, develop healthy routines and flourish in an environment that responds to their individual needs.

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Inclusion Strong standard

Leaders consistently identify children's individual needs early through close partnerships with families, the school and other professionals. They contact new families before children start to build relationships and gather information that helps staff understand each child's circumstances. Staff use this knowledge to remove barriers to participation. They make thoughtful, individualised adaptations, including providing sensory resources, dark tents, fidget toys and tailored support strategies. Staff review these adaptations regularly and work closely with the school special educational needs coordinator to ensure children with special educational needs and/or disabilities, disadvantaged children, children known to children's social care and those facing other barriers receive the support they need to participate confidently alongside their peers.

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Inclusion Strong standard

Children develop a strong sense of belonging because staff know them well, value their differences and respond positively to their individual needs. Parents comment that breakfast club helps children settle into school and supports a positive transition at the start of the day. Children confidently choose resources that help them regulate their emotions and independently access quiet spaces, when they need time away from the busy environment. Staff encourage children to follow their interests and extend their own play, helping them develop confidence, independence and positive relationships. As a result, children feel respected, supported and fully included in all aspects of the provision.

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Leadership and governance Strong standard

Leaders continually review the quality of the provision and use feedback from staff, families and the school to improve children's experiences. They have strengthened practice by reviewing policies in line with legislative changes, developing internal safeguarding training and introducing robust induction procedures supported by an updated staff handbook. Leaders monitor practice through regular staff meetings, safeguarding discussions and supervision, ensuring staff understand their responsibilities and consistently implement the setting's policies and procedures. Changes to leadership responsibilities are carefully planned to maintain consistency for children and families.

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Leadership and governance Strong standard

Leaders place a strong emphasis on staff wellbeing and professional development. Staff describe leaders as approachable and supportive and value the regular supervision, safeguarding updates and training opportunities they receive. Leaders encourage staff to contribute ideas and share expertise to improve practice. They work closely with parents, schools and other professionals to understand children's individual needs and provide coordinated support. Families benefit from accessible communication, flexible booking arrangements and leaders who build positive relationships from the outset, helping children feel safe, included and well supported.

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Behaviour, attitudes and establishing routines Expected standard

Staff consistently establish clear routines that help children settle quickly after school. Children arrive happily, wash their hands, choose a healthy snack and quickly become absorbed in their chosen activities. Staff collect Reception children safely from their classrooms, carry out regular headcounts and support smooth transitions into the club. They model kindness and respect through their interactions and help children play cooperatively, share resources and build positive friendships. Children confidently approach staff for support and conversation because they have developed warm, trusting relationships with adults, who know them well. Staff create a calm, welcoming environment, where children understand expectations and feel secure within familiar routines.

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Behaviour, attitudes and establishing routines Expected standard

Children show positive attitudes throughout the session and sustain their interest in activities. For example, children independently use tape and recycled materials to create junk models, while others lead imaginative role play and invite staff to join their games. Staff value children's ideas, encourage them to extend their play and praise their efforts, helping children develop confidence, resilience and independence. Children cooperate well, show consideration for others and enjoy spending time with their friends. Leaders work closely with families and the school to promote regular attendance and provide flexible support for children, who experience barriers to attending. Activities that strengthen children's skills, such as problem-solving, sustained concentration and returning to longer-term projects, are not yet fully embedded across the provision.

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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 eagerly arrive at the after-school club and quickly settle into the familiar routines. They enjoy spending time with staff, who know them well and take a genuine interest in their ideas, interests and wellbeing. Children benefit from a welcoming and inclusive environment, where they feel safe, valued and develop a strong sense of belonging. They have access to 2 indoor classrooms and a covered outdoor area, providing children with a variety of spaces to play, relax and explore. Children confidently choose from a wide range of activities, including creative play, construction, imaginative role play and sensory

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About this setting

Unique reference number (URN): 2800927 experiences. Staff encourage children to follow their interests and extend their own play, responding positively to their ideas and joining in to enrich their experiences.

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About this setting

Children show positive attitudes towards their time at the club and enjoy spending time with their friends. They behave well, show kindness and respect towards others and develop positive relationships with their peers. Children play cooperatively, share resources and confidently communicate their ideas. Familiar routines help children feel secure and support them to become increasingly independent. Children know the expectations within the club and follow routines, such as washing their hands before eating and after visiting the toilet. They enjoy choosing and eating the healthy snacks and meals provided by staff, developing positive habits around food and self-care.

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About this setting

Children are supported to develop confidence and independence through opportunities to make choices and take responsibility during their sessions. Staff work closely with families, the school and other professionals to understand each child's needs and provide the right support. Children who may require additional help receive appropriate adaptations to ensure they can participate fully alongside their peers. As a result, children feel happy, settled and included. They enjoy attending the club and develop the skills, confidence and relationships that support their next steps.

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Next steps

Leaders should continue to develop activities that strengthen children's independence, problem-solving and perseverance through sustained activities and longer-term projects.

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About this inspection

The inspector spoke with leaders, parents, staff and children 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:

Southfield Park Primary School Long Grove Road Epsom KT19 8TF

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Address:

Type: Childcare on non-domestic premises

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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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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