The Royal First School Windsor

The Royal First School Windsor

Unique reference number (URN): 2791317 Address: The Royal School, Windsor Great Park, Windsor, SL4 2HP Type: Childcare on non-domestic premises Registered with Ofsted: 14/08/2024 Registers: EYR, CCR, VCR Registered person: Active Soccer Woking Partnership

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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

Leaders and staff place children at the heart of this club. They gather a wealth of ongoing information from parents and other professionals. Leaders work closely with the school's special educational needs coordinator to ensure continuity of care and support. This helps them to precisely identify any barriers to children's play and wellbeing, including for children with special educational needs and/or disabilities (SEND). For example, leaders source resources and equipment tailored to children's individual needs. Furthermore, children benefit from support provided by their key person when needed. This helps children develop secure attachments with staff and promotes their sense of belonging and self-esteem.

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Inclusion Strong standard

Staff have high expectations of children's abilities. They adapt group games through their interactions to ensure that all children can participate and enjoy success. As a result, children remain engaged in activities and are typically well supported during transitions, such as mealtimes. This helps create an inclusive environment where all children can thrive.

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Inclusion Strong standard

Leaders ensure that staff receive training to strengthen their knowledge of SEND and effective strategies for supporting children's individual needs. For example, staff have developed their understanding of how to support children's behaviour and emotional wellbeing. This helps them create calm spaces where children can take time to regulate their emotions. In addition, staff use visual prompts to help children understand routines and activities. This supports their engagement and participation throughout the session.

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Leadership and governance Strong standard

Leaders work well with the staff team and regularly evaluate the club. For instance, they complete regular audits and seek feedback from children and parents. This helps them find out what children and parents like and what they would like to change. Leaders use this information to help them to identify areas for development. For example, they have strengthened staff training to support children who may face barriers to their play. Staff report that this training is helpful and enables them to build on various strategies used in the club to support children's with special educational needs and/or disabilities (SEND). For example, they have introduced the use of visual aids to help children understand their emotions.

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Leadership and governance Strong standard

Partnerships with the school are well established. As a result, children, including those with SEND and those who face additional challenges, benefit from this joined-up approach across the club. Leaders and staff build effective relationships with parents. Parents say that the staff are fabulous and that staff know their children very well. They say that their children are always happy to attend the club and come home with various arts and crafts that they have made.

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Leadership and governance Strong standard

Leaders prioritise staff wellbeing and manage their workload effectively. Staff say that they feel valued and listened to and are motivated in their roles. They are highly complimentary of the opportunities and training they take part in at the club.

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Behaviour, attitudes and establishing routines Expected standard

Leaders typically establish clear and inclusive routines across the club. Staff gently remind children of manners and are positive role models in children's play. They use clear and consistent behaviour management strategies that focus on clear communication and encouragement. For instance, staff share the planned activities with children at the start of each session. This helps children understand what is happening in the club, and they talk excitedly about their favourite games and activities.

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Behaviour, attitudes and establishing routines Expected standard

Children engage in a range of games and activities. Staff teach children the rules as they play alongside them. This helps children develop new skills and learn to play cooperatively with their friends. Children of all ages play together. Older children are kind and supportive, helping younger children to remember the rules and take part successfully. Staff generally create a calm atmosphere throughout the club. At mealtimes, staff sit with children as they eat, providing opportunities for conversation and social interaction. However, they have not considered how to support children who finish their food before their friends. As a result, some children become a little restless during these waiting times.

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Behaviour, attitudes and establishing routines Expected standard

The club actively promotes the importance of good attendance and punctuality. Leaders work closely with the host school and parents to ensure that any unexplained absences are followed up promptly. This helps to keep children safe and ensures that they benefit from consistent routines and experiences.

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Children's welfare and wellbeing Expected standard

Leaders place children at the heart of the club. Staff take the time to get know the children and families that attend. They communicate regularly with parents and the children's teachers. This helps them to make adaptations for children who may face barriers to learning or children with special educational needs and/or disabilities. For example, staff ensure that they are close by to support children when they play games with rules. They are sensitive and provide children with a wealth of praise. This promotes positive relationships among children and the staff.

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Children's welfare and wellbeing Expected standard

Staff typically plan ample opportunities for children. Due to the low number of children in the club, sometimes staff do not plan activities where children can follow their own interests. Leaders recognise this as an area of improvement and have plans for how to support staff. However, these are not yet embedded and therefore are not consistent across the club to enable children to follow their interests and sustain engagement.

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Children's welfare and wellbeing Expected standard

Staff ensure that children recall how to support their own hygiene and self-care. Children are independent and manage mealtimes effectively as they make and serve their own snacks. Younger children who need additional support are helped by the responsive staff. Additionally, staff help children learn how to keep themselves safe as they climb on the balancing equipment in the outside area. Children are patient and wait for their friends before they skilfully climb and jump.

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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 flourish at this well-run club. They know the routines well as they place their belongings away and wash their hands before mealtimes. Children choose from healthy foods as they make their pizza wraps. They enjoy this social time where they talk about their

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Inspector:

Kelly Lane day at school. Staff know the children well and regularly check how children are feeling. They listen attentively to children as they talk about their day. This supports children's wellbeing and self-esteem.

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Inspector:

All children, including those with special educational needs and/or disabilities, take part in an abundance of group games. They typically receive the support from staff that they need to overcome barriers to their play and wellbeing. This enables them to build confidence and develop new skills to participate in the activities on offer.

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Inspector:

Children pretend to be 'detectives' as they carefully watch to see if a friend winks at another child. They laugh and giggle as they use their thinking and observation skills to work out who they need to catch in the game. Children play board games with the nurturing staff and their friends. They take turns as they remove small blocks while playing a tower-building game. Additionally, children run, jump and climb in the well-organised outdoor environment. This supports their physical development and contributes towards healthy habits for later life.

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Inspector:

Children are kind and help each other as they make baskets from craft materials for their toys. They carefully cut sticky tape and draw pictures on their creations. Children are proud of their work as they sit with staff, talking about their ideas. This helps children feel safe and secure. Leaders and staff have systems in place to monitor children's attendance. This helps keep children safe and accounted for.

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Next steps

Leaders should support staff to embed consistent routines, particularly during mealtimes, to minimise waiting times and maximise children's engagement. Leaders should support staff in implementing play activities so that children are able to follow their own interests to further enhance their engagement.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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:

The Royal School Windsor Great Park Windsor SL4 2HP

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Active Soccer Woking Partnership

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Address:

Operating hours: 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

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Urgent improvement

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Urgent improvement

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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