Adv4nce Childcare: OLSW

Adv4nce Childcare: OLSW

Unique reference number (URN): 2811408 Address: Our Lady & St. Werburghs RC Primary School, Seabridge Lane, CLAYTON, Newcastle, Staffordshire, ST5 4AG Type: Childcare on non-domestic premises Registered with Ofsted: 09/10/2024 Registers: EYR, CCR, VCR Registered person: Adv4nce Childcare 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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Inclusion Expected standard

Leaders work in partnership with parents and carers and the school to identify children's individual needs. They share information that supports continuity in children's care and experiences. Staff recognise when they need to adapt support for children with special educational needs and/or disabilities. They use strategies and resources that children are familiar with from school to help reduce barriers to their participation and wellbeing. For example, staff use familiar communication strategies and visual prompts that children already use in school to provide consistency and help reduce anxiety.

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Inclusion Expected standard

Leaders understand the funding available to support children who face barriers to their learning and/or wellbeing. They consider how they can use this funding to provide additional resources and experiences to help meet children's individual needs. Leaders consider how future funding can further enhance children's experiences. They know children and their families well. Leaders maintain regular communication with parents so they are aware of changes in children's home circumstances. They work with other professionals and agencies, when needed, to provide timely support. This helps staff to identify and reduce barriers that may affect children's attendance at the club.

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Behaviour, attitudes and establishing routines Needs attention

Leaders and staff have not established effective daily routines that promote children's engagement and wellbeing. The organisation of the session results in children experiencing extended periods of waiting between registration, snack and activities. As a result, staff do not make the best use of the time available to help children settle, engage in purposeful play and relax after the school day. Leaders and staff do not plan and organise activities well enough to sustain children's positive engagement throughout the session. For example, children sit waiting at the craft table while staff prepare resources. When children ask to draw, they are directed to the planned activity rather than being able to follow their own interests. Outdoors, children can only choose between an adult-led game or free play. The activities and resources available do not consistently motivate children to engage purposefully in play. This results in some children showing only fleeting interest in the

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Behaviour, attitudes and establishing routines Needs attention

Staff build warm and caring relationships with children and respond to changes in their emotional wellbeing. They use praise and encouragement to promote positive behaviour and help children to understand the club's expectations. Children are polite, respectful and respond well to staff's instructions. Leaders and staff know children as individuals. They use strategies to support children with special educational needs and/or disabilities alongside their peers. Leaders work with parents and carers and schools to promote regular attendance and follow up unexpected absences promptly.

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Children's welfare and wellbeing Needs attention

Leaders have not established arrangements that consistently promote children's health and wellbeing. They do not ensure that children are routinely expected to wash their hands before eating. While they offer children healthy foods, such as carrot sticks and apple slices, they also provide options, including jam sandwiches on white bread. This does not reinforce positive messages about making healthy food choices. Staff talk to children about the importance of drinking water. However, they have not established routines that ensure children always have easy access to drinking water throughout the session. As a result, children do not develop their understanding of healthy lifestyles as well as possible.

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Children's welfare and wellbeing Needs attention

Staff know children and their families well. They encourage children to talk about how they are feeling, acknowledge different emotions and provide reassurance when needed. Staff maintain regular communication with parents and carers. This helps them to be aware of changes in children's home circumstances. Staff use this information to help meet children's individual welfare needs. Leaders consider the wellbeing needs of children with special educational needs and/or disabilities by adapting their support and working with the school to promote continuity in children's care and wellbeing. Staff understand children's individual dietary and medical needs and adapt their care where appropriate. They carry out checks of the environment before children play outdoors and supervise children appropriately to help keep them safe.

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Leadership and governance Needs attention

Leaders have not established effective systems to monitor the quality of the provision and identify weaknesses in children's day-to-day experiences. As a result, they have not recognised that the daily routines do not promote children's health and wellbeing effectively or support them to relax and unwind after the school day.

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Leadership and governance Needs attention

Leaders have not provided sufficient oversight of the planning of children's play experiences. They have not ensured that staff are organised and ready to provide a broad range of motivating experiences that reflect children's interests from the start of the session. For example, activities and resources are not ready when children arrive and they spend extended periods waiting. As a result, children have limited opportunities to make meaningful choices and engage purposefully throughout the session.

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Leadership and governance Needs attention

Leaders provide staff with mandatory safeguarding training. They ensure that at least one member of staff with a current paediatric first-aid qualification is always on site. They have plans to extend this qualification across the whole staff team. Leaders also support staff to access professional development, including training on the importance of play. They are reviewing how funding and staff expertise can further strengthen the inclusive nature of the provision. Leaders provide appropriate support to help staff manage their workload and wellbeing. Leaders value parents' and carers' views. They respond to their feedback to improve the day-to-day running of the club. For example, leaders have introduced a direct doorbell to improve collection arrangements.

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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

Children's health, hygiene and wellbeing are not given sufficient priority throughout the daily routines. Opportunities for children to learn about the importance of regular handwashing, making healthy food choices and remaining hydrated are not promoted consistently. Children also spend too much of their time waiting rather than relaxing, playing and making choices. As a result, children do not benefit from opportunities to relax freely, make choices and engage in purposeful play after the school day.

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

The range of activities and resources available at any one time is limited. This does not provide sufficient choice to meet the interests of all children. For example, indoors, children choose between construction or making a jellyfish craft activity. These experiences do not provide enough variety to motivate all children to engage in purposeful play. This results in some children showing only fleeting interest in the resources available.

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

Children arrive happily and staff recognise when some children need emotional support. Staff respond sensitively to help children manage their feelings and reassure them. Children develop positive relationships with staff and with one another. They are polite, respectful and generally understand the club's expectations. Children enjoy talking with staff. They confidently share their ideas and experiences, including their holiday plans. Children have opportunities to take part in daily adult-led outdoor games, such as competitive ball games. They use their physical skills, learn to follow rules and cooperate with their friends.

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

Children feel safe and staff know them well as individuals. Children with special educational needs and/or disabilities benefit from staff working with parents and carers and school staff to promote continuity in their care and support. Children are accepting of one another and readily include their friends in play. Children's regular attendance is promoted through effective communication with families and schools when they are unexpectedly absent.

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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

improve the organisation of the daily routine to minimise the time children spend waiting so they can relax and unwind at the club 17/09/2026

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Action Completion Date

strengthen arrangements that promote children's health and wellbeing, including providing nutritious food choices and promoting children's understanding of 17/09/2026

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Address:

Our Lady & St. Werburghs RC Primary School, Seabridge Lane CLAYTON Newcastle Staffordshire ST5 4AG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Adv4nce Childcare Ltd

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Action Completion Date

regular handwashing, healthy eating and staying hydrated

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Action Completion Date

improve the planning of children's play experiences so they have sufficient opportunities for purposeful play, engagement and choice 17/09/2026

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Action Completion Date

strengthen leadership and monitoring of the quality of the provision to identify weaknesses and take timely action to address them. 17/09/2026

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About this inspection

The inspector spoke with leaders, staff, children 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. Register(s): EYR, CCR, VCR

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 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

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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