Autumn Cottage Wraparound

Autumn Cottage Wraparound

Unique reference number (URN): 2820557 Address: Charles Kingsley School, Glaston Hill Road, Eversley, Hook, RG27 0LX Type: Childcare on non-domestic premises Registered with Ofsted: 03/01/2025 Registers: EYR, CCR, VCR Registered person: Autumn Cottage Childcare 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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Inclusion Strong standard

The club's inclusive ethos is embedded in staff practice, creating a welcoming environment where all children are supported to participate confidently. Leaders and staff make a demonstrable difference to the experiences of children with special educational needs and/or disabilities (SEND). They monitor children's wellbeing closely, identifying barriers at an early stage and working proactively with parents and the host school to implement meaningful adaptations that meet each child's individual needs. Leaders gather detailed information before children start to ensure staff understand their needs and can provide effective support from the start.

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Inclusion Strong standard

Leaders prioritise professional development so that staff continually strengthen their knowledge and understanding of inclusive practice. They complete additional training to support children with SEND and liaise effectively with the school to meet the needs of children with education, health and care plans. For instance, recent Makaton training has strengthened staff's communication skills, enabling them to communicate more effectively with children and create an inclusive environment, where everyone can participate confidently. Leaders work closely with the local authority to implement strategies that promote children's emotional wellbeing. They use professional advice to adapt practice, provide consistent support and reduce barriers, helping all children to feel safe, secure and ready to engage in play.

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Behaviour, attitudes and establishing routines Expected standard

Overall, leaders create a warm, welcoming environment, where clear and consistent expectations for behaviour are understood and implemented by staff. Children understand the familiar routine of placing their belongings in the trolley before settling quickly into the session. Relationships between staff and children are warm and trusting. For example, they confidently approach familiar adults to share news about their day, proudly showing pieces of work before eagerly joining their friends in play.

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Behaviour, attitudes and establishing routines Expected standard

Children show kindness towards one another and share resources successfully. They collaborate during a range of activities, such as creating large chalk drawings on the ground and using rollers and paintbrushes with water outdoors. Staff typically support children to develop positive relationships through sensitive interactions and tailored strategies that help them regulate their emotions and engage alongside their peers. They know children well and anticipate potential triggers. Staff adapt routines, expectations and levels of support to reflect each child's age, stage of development and individual needs, including those of children with special educational needs and/or disabilities. This helps children to feel secure, included and able to participate fully in the club's activities. Leaders work closely with parents to promote regular attendance, offering flexible arrangements that respond to families' individual circumstances. They monitor attendance

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Behaviour, attitudes and establishing routines Expected standard

effectively to help ensure children access the provision consistently.

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Children's welfare and wellbeing Expected standard

Leaders ensure that policies and procedures that promote children's welfare and wellbeing are consistently implemented by staff across the setting. Staff are deployed effectively, carry out regular head counts and maintain a safe environment. Accidents are managed appropriately, shared with parents and accurately recorded. Leaders review these records to identify any emerging patterns and take action to reduce risks to help keep children safe.

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Children's welfare and wellbeing Expected standard

Staff generally provide high-quality care that meets the individual needs of all children, including those who are disadvantaged and those known to children's social care. They are responsive to children's changing emotional wellbeing, adapting their interactions and support throughout the session to reflect children's needs. Staff carefully plan activities involving food and sensory play to ensure they are safe and accessible for children with specific dietary needs, including coeliac disease.

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Children's welfare and wellbeing Expected standard

Overall, leaders and staff promote healthy lifestyles effectively throughout the club. They provide a range of opportunities for children to learn about healthy living, including discussions about the importance of brushing their teeth. Tea time is a relaxed and sociable part of the session, where children make healthy food choices while enjoying meaningful conversations with their peers and staff. However, staff do not consistently use everyday routines, such as snack time, to maximise opportunities for children to develop healthy habits and increasing independence. As a result, children do not consistently develop the skills and positive routines that help establish lifelong healthy habits.

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Leadership and governance Expected standard

Leaders are highly visible, approachable and typically provide effective support for staff. They promote staff wellbeing and manage workload effectively, ensuring they feel valued and supported in their roles. Staff report that they enjoy working at the club, feel listened to by leaders and appreciate the positive, supportive team culture. Overall, leaders have a clear and accurate understanding of the setting's strengths and areas for further development. They evaluate the quality of the provision effectively and ensure that improvement priorities are focused on meeting the needs of all children, particularly those who are disadvantaged, have special educational needs and/or disabilities, are known to children's social care, or face barriers to their wellbeing.

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Leadership and governance Expected standard

Staff benefit from targeted training, including behaviour management, which helps them develop consistent approaches to promoting positive behaviour and supporting children's emotional regulation. Leaders evaluate the impact of training through ongoing supervision and discussion, enabling staff to develop the knowledge, skills and confidence to support children effectively.

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Leadership and governance Expected standard

Partnerships with parents, carers and the host school are a key strength of the club. Leaders and staff establish highly effective relationships that promote consistency in children's care, learning and wellbeing. They communicate regularly with parents and teachers to share relevant information, ensuring children's individual needs are understood and met. Leaders actively strengthen family engagement by organising events, such as a local competition, providing opportunities for families to build positive relationships with staff, connect with one another and become an integral part of the club community.

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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 beam with happiness as they see staff waiting to collect them from their classrooms. They greet staff enthusiastically, demonstrating the warm, trusting relationships they have established. Children quickly settle into the familiar routines of the club, chatting excitedly with their friends. They confidently seek out staff for support, reassurance and conversation throughout the session. Children benefit from staff who consistently model and promote good manners, encouraging them to greet one another and say goodbye at the end of the session. This helps to create a calm, welcoming and inclusive atmosphere, where children feel they belong. Overall, staff are enthusiastic and motivate children to participate in a wide range of enjoyable activities. For example, children eagerly explore painting with water, using their curiosity and imagination as they play cooperatively alongside others of different ages and abilities.

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

Children enjoy a wide range of creative, physical and imaginative experiences that reflect their interests. They remain deeply engaged as they use watercolours to create pictures, proudly sharing their creations with their friends. Outdoors, children of different ages play cooperatively as they enjoy games of noughts and crosses and active play with ribbons. Staff support younger children sensitively and help children understand how to play safely and considerately alongside one another. Through calm guidance and responsive support, staff help children to manage their emotions and remain engaged in play.

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

Children thrive in a highly inclusive environment, where they feel valued, respected and fully included. They confidently access all aspects of the provision because staff know them exceptionally well and adapt experiences to meet their individual needs. Children with special educational needs and/or disabilities receive effective support that helps them participate alongside their peers and develop positive relationships. Children benefit from the strong partnerships staff have with parents, the host school and other professionals, ensuring consistent support that reduces barriers to their wellbeing and participation, and promotes attendance.

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Next steps

Leaders should strengthen staff practice so that everyday routines are used consistently to help children develop healthy habits and increase their independence.

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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

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Address:

Charles Kingsley School Glaston Hill Road, Eversley Hook RG27 0LX

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Autumn Cottage Childcare Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:30,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 15:30

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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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5 to 11

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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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

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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