Blakeney WAC

Blakeney WAC

Unique reference number (URN): 2817983 Address: Blakeney Cp School, High Street, Blakeney, GL15 4EB Type: Childcare on non-domestic premises Registered with Ofsted: 23/12/2024 Registers: EYR, CCR, VCR Registered person: SPORTILY 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

Leaders have established a caring and respectful environment, where children typically behave well and enjoy spending time together. Warm relationships between staff and children help children to settle quickly and contribute to the calm atmosphere throughout the session. Children cooperate well, play positively alongside their friends and respond appropriately to staff's gentle reminders and guidance. They show consideration for one another, willingly share resources and enjoy taking part in activities together. Staff acknowledge children's positive behaviour through praise and encouragement, helping children to feel valued and confident.

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Behaviour, attitudes and establishing routines Expected standard

Children understand the routines that help keep them safe during transitions from school and while accessing different areas of the provision. Staff reinforce expectations through calm interactions, enabling children to move confidently between activities, access resources and make independent choices about how they spend their time. Children confidently choose between indoor and outdoor experiences. They remain motivated and engaged in their play. Children cooperate well with their friends during organised activities.

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Behaviour, attitudes and establishing routines Expected standard

Overall, support from staff helps children to understand expectations and develop confidence in managing everyday routines. However, during snack time, practitioners do not consistently use the routine to promote children's independence, positive manners and social interaction. For example, children do not receive encouragement to use manners and arrangements do not consistently ensure all children have fair access to the available snacks. As a result, children do not consistently develop their independence, positive social behaviours and understanding of expectations during everyday routines.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are central to the provision. Staff create a nurturing environment, where children feel safe, secure and valued. Warm and trusting relationships help children to settle quickly after the school day. Children confidently seek support from familiar staff, whenever they need reassurance or guidance. Staff take time to check on children's wellbeing as they arrive from their classrooms. This helps children to feel welcomed and ready to enjoy the session.

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Children's welfare and wellbeing Expected standard

Staff understand their responsibilities for promoting children's day-to-day welfare and wellbeing. They check how children are feeling as they arrive from their classrooms and respond sensitively to any changes in their mood or behaviour following the school day. Familiar staff provide reassurance and emotional support whenever needed. This helps children to feel secure and ready to enjoy their time at the provision. Clear collection procedures and effective communication with families help ensure children remain safe until they are collected by authorised adults.

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Children's welfare and wellbeing Expected standard

Staff supervise children well throughout the session and encourage them to make safe choices as they play. Daily routines, including children's arrival from school and safe collection at the end of the session, help children feel secure and develop confidence in managing familiar routines while knowing support is readily available when needed. As a result, children feel emotionally secure, enjoy attending the provision and benefit from an environment that supports their health, happiness and overall wellbeing.

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Inclusion Expected standard

Leaders know children and their families well and identify children's individual needs promptly. They work closely with parents and carers, the host school, the school's special educational needs coordinators and other professionals to share information and coordinate support. This ensures children receive timely support that reduces barriers to their wellbeing. Children with special educational needs and/or disabilities benefit from carefully planned support and effective information-sharing. This helps staff to understand their individual needs and provide continuity of care as children move between the school day and the wraparound provision.

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Inclusion Expected standard

Children experience an inclusive environment, where they are welcomed, valued and supported to take part alongside their peers. Staff know children's individual personalities, interests and needs well. They adapt activities and their interactions so children can participate successfully, build positive friendships and enjoy the wide range of indoor and outdoor experiences on offer. Positive relationships with families, the host school and other professionals help ensure support is reviewed and adapted as children's needs change.

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Inclusion Expected standard

Leaders have established a culture in which every child is valued as an individual. Their detailed knowledge of children and effective partnership working help ensure children receive the right support at the right time and enjoy the same opportunities to play and thrive alongside their peers. Leaders continue to strengthen opportunities for staff to share and reflect on children's individual needs so that the effective inclusive practice across the provision continues to develop.

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Leadership and governance Expected standard

Leaders have established a welcoming and inclusive provision, where children's safety and wellbeing are prioritised. They have developed positive partnerships with the host school, parents and external professionals, helping to ensure the provision operates effectively and children receive appropriate support. Parents and carers speak highly of the welcoming environment and the positive difference the provision makes to their children's confidence and enjoyment. Effective communication with families and the host school supports the smooth day-to-day running of the provision and helps leaders respond appropriately to children's changing needs.

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Leadership and governance Expected standard

Leaders ensure staff receive appropriate induction, training and ongoing support to fulfil their roles and responsibilities. Effective recruitment procedures, regular communication and clear expectations help staff understand their shared responsibility for promoting children's safety, wellbeing and positive experiences. Leaders foster a collaborative team culture, where staff work together to provide children with a calm, caring and enjoyable environment.

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Leadership and governance Expected standard

Leaders demonstrate a reflective approach and are committed to providing high-quality care for children. They recognise the importance of embedding everyday routines more consistently, particularly during snack time, to ensure children benefit fully from the opportunities that everyday routines provide. Leaders also recognise the importance of continuing to strengthen their self-evaluation so that improvement priorities are clearly identified, implemented and reviewed, supporting sustained improvement 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 arrive happily from their classrooms and settle quickly into the provision. Staff greet children warmly, know them well and take time to check on their wellbeing. Children confidently choose from a wide range of indoor and outdoor experiences. They enjoy spending time with their friends, whether exploring the mud kitchen, reading quietly in 'Hagrid's Hut', taking part in creative activities or joining organised sports sessions. Children confidently make choices about how they spend their time. They enjoy exploring activities that reflect their interests. These experiences help children to develop confidence, independence and curiosity.

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

Children feel safe, included and valued. They develop trusting relationships with caring staff, who understand their individual personalities, interests and needs. Children with special educational needs and/or disabilities receive the support they need to participate alongside their peers. There are effective partnerships with families and the host school, including regular information-sharing about children's individual needs and wellbeing. These help to provide continuity between the school day and the wraparound provision.

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

Children behave well, cooperate with one another and respond positively to staff's calm reminders during transitions and their play. They confidently access resources, play cooperatively with their friends and willingly help staff with everyday responsibilities, such as preparing snack. Daily routines are beginning to help children understand what is expected of them and contribute to a safe and orderly environment. Overall, children enjoy attending the provision. They feel secure, develop positive friendships and benefit from experiences that support their wellbeing and help them flourish.

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Next steps

Leaders should embed consistent daily routines, particularly at snack time, to promote children's independence, positive manners, social skills and understanding of expectations. Leaders should strengthen self-evaluation to clearly identify, implement and evaluate improvement priorities, to drive continuous improvement across the provision.

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About this inspection

The inspector spoke with leaders, 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:

Blakeney Cp School High Street Blakeney GL15 4EB

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 03:15 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 09:00 - 05:00

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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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