St John's CofE Infant School Wrapround Care

St John's CofE Infant School Wrapround Care

Unique reference number (URN): 2802778 Address: St. Johns C Of E Infant School, Barford Lane, Churt, Farnham, GU10 2JE Type: Childcare on non-domestic premises Registered with Ofsted: 01/08/2024 Registers: EYR, CCR Registered person: Wollah Wollah 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

Leaders and staff have high expectations of children's behaviour and generally promote a calm, respectful and inclusive environment. They establish clear expectations for behaviour and adapt their approach to meet the individual needs of children, including those with special educational needs and/or disabilities. Staff encourage children to be kind, respectful and cooperative during their play, fostering positive friendships and ensuring everyone feels included. They know children well and are attuned to children's individual needs, adapting their approach to provide reassurance, guidance or additional support when needed. However, routines are not implemented consistently by all staff. At times, this results in children waiting unnecessarily during transitions, reducing opportunities for them to remain fully engaged.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children demonstrate positive attitudes towards play and engage enthusiastically in the wide range of activities available at the after-school club. For example, they show high levels of concentration and perseverance as they scoop, pour and transfer water using a variety of containers. Children giggle with delight as they use spray bottles and paintbrushes to create patterns on the playground, eagerly watching the water disappear as it dries.

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Behaviour, attitudes and establishing routines Expected standard

Staff actively promote the importance of regular attendance and punctuality. They promptly follow up any unexplained absences and work in partnership with families to reinforce the value of consistent attendance.

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Children's welfare and wellbeing Expected standard

Typically, leaders place a high emphasis on children's welfare and wellbeing, creating an inclusive environment where every child feels safe, valued and respected. Staff generally know children well and adapt their practice sensitively to meet each child's individual needs. They make thoughtful adjustments to routines, activities and the environment to ensure children with special educational needs and/or disabilities, and those who may face barriers to participation, are fully included. As a result, children settle quickly, feel secure and engage confidently in the life of the club.

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Children's welfare and wellbeing Expected standard

Overall, children enjoy participating in healthy routines and developing positive lifestyle habits at the after-school club. They benefit from healthy snacks, a nutritious 2-course meal and daily opportunities for outdoor play, which support their health and physical wellbeing. Staff encourage children to wash their hands before eating and use mealtimes to discuss the importance of a healthy, balanced diet and how healthy choices support their growth and wellbeing. However, staff do not consistently help children to understand the importance of making healthy choices about screen time. As a result, children do not develop a secure understanding of balanced lifestyles that will help them establish long-lasting healthy habits.

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Inclusion Expected standard

Overall, leaders understand the importance of reducing barriers to children's attendance and participation at the after-school club. They generally work with families, the host school and, where appropriate, other professionals to identify and remove barriers that may affect children's access or wellbeing. For example, leaders offer free sessions to disadvantaged children where needed, ensuring they can access the same enriching experiences as their peers. Leaders work closely with the host school to identify, assess and meet children's individual needs while implementing consistent approaches that reduce barriers to participation. They ensure staff provide inclusive support that promotes children's wellbeing, enables them to access activities successfully and helps them participate fully in all aspects of club life.

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Inclusion Expected standard

Staff typically complete regular training to strengthen their knowledge and understanding of supporting children with special educational needs and/or disabilities. This enables them to implement a range of effective strategies that help children access the provision successfully. For example, staff use visual timetables to help children understand routines, anticipate what will happen next and move confidently between activities. This supports children to feel secure, reduces anxiety and promotes children's successful participation in the club. Staff generally adapt activities, routines and the environment so that children of all ages and abilities can participate confidently.

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Leadership and governance Expected standard

Overall, leaders have a clear understanding of the club's strengths and areas for development and use ongoing reflection to drive continuous improvement. They actively seek feedback from children and parents and respond positively to their views. For example, following feedback, leaders recently adapted the weekly menu to better reflect children's preferences while continuing to promote healthy eating.

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Leadership and governance Expected standard

Leaders create a positive culture where staff feel valued and supported. They regularly check in on staff wellbeing and prioritise professional development through training that strengthens staff knowledge and practice. However, leaders do not yet use supervision, coaching and targeted professional development consistently well enough to identify and address the individual development needs of staff. As a result, opportunities to strengthen practice and improve the quality of provision are not fully maximised.

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Leadership and governance Expected standard

Parents and carers speak highly of the staff team, praising the welcoming environment, caring relationships and clear communication. They value the regular updates they receive at collection time and appreciate how well staff know and support their children. Leaders have established an effective partnership with the host school, sharing information regularly to promote continuity of care and ensure children's individual needs are consistently met. School leaders also recognise the positive contribution the club makes to children's wellbeing and value the collaborative working relationship with the staff team.

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

Children are happy and confident as they arrive at the setting. They are welcomed warmly by staff, independently place their belongings away and quickly settle into the routine. Children build confidence and independence as they select the activities and games they wish to engage in. They settle quickly into play, show care and kindness towards their friends and enjoy building positive relationships with children of different ages. Children respond positively to the clear rules and boundaries in place. They listen carefully and follow instructions, helping to keep themselves and others safe. For example, children independently put on helmets before using ride-on toys, demonstrating their understanding of the club's safety expectations.

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

During the session, children enthusiastically talk with one another about the activities they have enjoyed throughout the year, such as using spray bottles to water plants and making paper aeroplanes. They recall these experiences with excitement and pride, reflecting their sense of belonging, positive relationships and genuine enjoyment of the club. Children build warm, trusting relationships with staff. Staff are attentive and take a genuine interest in children's experiences, creating an environment where children feel valued and listened to. Many children eagerly approach staff to share news from their school day, ask questions or talk about their experiences. Staff respond warmly and respectfully, modelling positive interactions and helping children to feel secure, confident and included.

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

Children benefit from regular attendance at the club, which parents and carers value as an important source of support. Positive, trusting relationships between staff and families,

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Address:

St. Johns C Of E Infant School Barford Lane, Churt Farnham GU10 2JE

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 01/08/2024 alongside effective communication, help to promote children's wellbeing, continuity of care and consistent attendance.

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Next steps

Leaders should strengthen opportunities for children to learn about making healthy choices around screen time, helping them to develop the knowledge and understanding needed to establish long-lasting healthy habits. Leaders should use supervision, coaching and targeted training to further develop staff knowledge, skills and confidence, ensuring practice is consistently of a high quality across the setting. Leaders should support staff to strengthen and embed consistent routines that meet children's individual needs.

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About this inspection

The inspector spoke with leaders, staff, 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. Registered person: Wollah Wollah Limited

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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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