Cool 4 School Clubs at Balcombe C E

Cool 4 School Clubs at Balcombe C E

Unique reference number (URN): 2874687 Address: Balcombe C Of E Primary School, London Road, Balcombe, Haywards Heath, RH17 6HS Type: Childcare on non-domestic premises Registered with Ofsted: 13/01/2026 Registers: EYR, CCR, VCR Registered person: Cool 4 School Clubs 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 Needs attention

Leaders set appropriate expectations for children's behaviour, establishing rules and routines for them to follow. However, frequent changes in staff have led to weaknesses and inconsistencies in practice, adversely affecting children. For instance, staff do not consistently remind children of the rules when they forget to adhere to them.

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Behaviour, attitudes and establishing routines Needs attention

Leaders strive to help all children understand and follow the rules and boundaries of the club, including those with special educational needs and/or disabilities (SEND), as well as those facing barriers to their wellbeing. However, a lack of knowledge and experience in caring for children with SEND means that the support provided does not always adequately address their evolving needs.

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Behaviour, attitudes and establishing routines Needs attention

Children engage in collaborative play and enjoy participating in imaginative games, displaying respect for the environment. Leaders have implemented systems to encourage positive behaviour, such as a reward scheme, where children can earn virtual coins for demonstrating positive qualities, such as kindness, honesty and following instructions. These coins can be exchanged for rewards and treats, motivating children to behave well and abide by the rules. Leaders also ensure that children's attendance is tracked and that they are registered safely at the beginning of each session.

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Children's welfare and wellbeing Needs attention

Leaders have established the necessary policies and procedures, but their implementation does not always effectively promote the welfare and wellbeing of children. This shortcoming arises from staff lacking the experience to confidently and consistently apply all policies and procedures in practice.

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Children's welfare and wellbeing Needs attention

While leaders are familiar with children and their parents and carers, frequent staff changes mean that some staff do not know children well enough to form secure relationships.

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Children's welfare and wellbeing Needs attention

Hygiene procedures are in place to encourage independence. For example, children wash their hands before snack time. During mealtimes, leaders remind children to sit down while eating, but not all staff intervene promptly to enforce this rule. Leaders have created a menu that typically offers hot and cold healthy snacks, although some options are high in sugar and do not promote healthy decision-making among children.

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Children's welfare and wellbeing Needs attention

Children take pleasure in outdoor activities, enjoying climbing on a climbing frame and participating in team games. These opportunities for fresh air and exercise contribute to their healthy development. Leaders collect essential information during registration, including dietary requirements and medication, to ensure that these needs are met safely.

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Inclusion Needs attention

Leaders have the opportunity to engage with school staff to identify and support children with special educational needs and/or disabilities (SEND), as well as those who encounter barriers to their wellbeing. However, this practice is not yet fully established, due to staff changes and a lack of familiarity with the children in the setting. Currently, there are no staff members in the setting with the qualifications or experience to care for children with SEND. Consequently, staff lack the knowledge, understanding and skills required to positively impact children, including those facing wellbeing challenges.

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Inclusion Needs attention

Leaders do recognise the importance of inclusivity and strive to meet all children's needs. For instance, they adjust activities, as needed, to ensure that every child can participate. Additionally, to address children's medical and dietary requirements, leaders collect relevant information from parents and carers before children start, ensuring their individual needs are generally met while keeping them safe. During activities, leaders work to create an inclusive environment, where every child is involved. For example, when staff observe children playing alone, they invite them to join a group game. This helps children feel welcomed and valued.

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Leadership and governance Needs attention

Safe recruitment processes are in place, with checks conducted to ensure staff are suitable to work with children. Nonetheless, the staff lack the relevant qualifications, as well as the knowledge and understanding required, to deliver best practice effectively. To address this, leaders are implementing a professional learning programme to develop staff skills, but this has not yet had time to show an impact on children.

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Leadership and governance Needs attention

Leaders exhibit enthusiasm for their club. Recently, they have updated policies and procedures to comply with requirements. They are generally aware of the strengths and weaknesses within the setting and have a positive attitude to addressing the underlying issues. To make improvements, leaders have undertaken some training to meet statutory requirements and are committed to developing their knowledge and skills further. Staff wellbeing is prioritised and leaders maintain daily communication with them to gather feedback regarding the operation of the setting. Staff have completed safeguarding training and are generally aware of how to ensure children are protected.

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Leadership and governance Needs attention

Leaders engage with parents and carers to collect pertinent information when children enrol, including medical conditions, food allergies or intolerances and contact details. This information is gathered through an online platform, enabling staff to register and access children's details during sessions. Leaders also maintain communication with the host school and utilise the school hall, library and outdoor areas for club activities. The school grounds are safe and enclosed, and staff adhere to procedures to verify the identity of those collecting children.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

The after-school club experiences frequent staff changes, which affects the ability of staff to build meaningful relationships with children and their families. Consequently, children miss out on the opportunity to form secure attachments with staff. While some staff members engage in conversations with children, this interaction is not consistent, leading to limited engagement, where staff tend to supervise rather than communicate effectively. This lack of interaction hampers children's opportunities to develop their social skills. Leaders strive to provide healthy food options to promote a healthy lifestyle among children. However, certain items on the menu are high in sugar, which can negatively impact the children's oral health and does not support their ability to make healthy choices. Procedures are established for registering children at the beginning of the session and for their collection

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

at the end of the day. Nevertheless, not all staff members are familiar enough with the parents and carers to interact effectively during pick up times.

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

Leaders have set reasonable expectations for children's behaviour and have established rules. However, these are not consistently understood or applied by all staff members, and not every member of staff has sufficient experience to manage incidents of poor behaviour. Despite this, children generally exhibit positive behaviour, show respect for their school environment and, play together cooperatively.

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

The school grounds provide a secure and enclosed space for children to play and explore. Activities include board games, drawing and LEGO. The outdoor area offers opportunities for running and climbing, allowing children to enjoy fresh air and exercise. Organised group games, such as team games and races, encourage all children to participate. Children enjoy spending time with their friends engaging in imaginative play, such as building dens. Leaders keep track of attendance to ensure that all children arrive at the club safely. They communicate with parents and collect information before children start, enabling them to typically meet children's needs. This approach ensures that children with special educational needs and/or disabilities, as well as those facing barriers to their wellbeing, can be included in the setting.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure all staff support, understand and manage children's behaviour in an appropriate way to support children to understand how their actions impact others 22/07/2026

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Action Completion Date

ensure the key-person system helps staff to get to know children, tailor activities and experiences to meet their needs and build secure attachments with them 22/07/2026

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Action Completion Date

provide training for staff to improve communication and interactions with children to help develop their social skills 22/07/2026

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Action Completion Date

provide healthy options at mealtimes and help children develop their understanding of healthy, nutritious food choices 22/07/2026

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Action Completion Date

ensure children sit down when eating to keep them safe 22/07/2026

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Address:

Balcombe C Of E Primary School London Road, Balcombe Haywards Heath RH17 6HS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Cool 4 School Clubs LTD

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Action Completion Date

ensure staff have the relevant qualifications, knowledge and understanding to provide the best outcomes for all children 22/07/2026

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About this inspection

The inspector spoke with the leader, staff, children, 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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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. 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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