Magna Extended Schools at Four Lanes Federation (RG24)

Federation (RG24)

Unique reference number (URN): 2806811 Address: Four Lanes Community Junior School, Hanmore Road, Chineham, Basingstoke, RG24 8PQ Type: Childcare on non-domestic premises Registered with Ofsted: 04/09/2024 Registers: EYR, CCR, VCR Registered person: Magna Groups Enterprises 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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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour is excellent. An emphasis is placed on promoting children's emotional wellbeing, creating a calm and nurturing where children feel secure, valued and confident to be themselves. Staff create an environment where children develop highly positive attitudes to learning and play. This enables children to engage enthusiastically and sustain high levels of involvement throughout activities. Before activities begin, staff ensure children understand how to participate safely and successfully. For example, during archery sessions, children remain within the designated boundaries and follow safety instructions independently. Children are encouraged to reflect on their achievements and celebrate one another's successes. This helps them to develop high levels of resilience and perseverance, while strengthening important life skills, such as cooperation and determination.

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Behaviour, attitudes and establishing routines Strong standard

Staff encourage children to value one another's ideas. During creative activities staff use open-ended questions to extend children's conversations. They encourage them to share ideas and appreciate the different marks and patterns created by their peers. When older children construct dens, staff prompt children to discuss ideas and consider alternative solutions without taking over. As a result, children demonstrate effective teamwork and perseverance when faced with difficulties.

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Behaviour, attitudes and establishing routines Strong standard

Children show high levels of independence throughout the session. They tidy away equipment and move purposefully between activities. Leaders have robust procedures in place to promote children's welfare, including carefully monitoring attendance and contacting families promptly if a child does not arrive as expected. These well-established systems, alongside the highly positive relationships between staff, children and families, ensure children feel safe, secure and valued throughout their time at the provision.

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Children's welfare and wellbeing Strong standard

Leaders have established a caring and inclusive environment where children feel safe, respected and emotionally secure. Staff are consistently attentive to children's individual needs, providing reassurance, encouragement and comfort whenever required. As a result, children develop trusting relationships with staff and confidently seek their support when they need help.

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Children's welfare and wellbeing Strong standard

Leaders actively promote healthy lifestyles across both the after-school club and holiday provision. Children attending the holiday club receive a nutritious hot meal, freshly prepared at a sister site, while those attending the after-school club are encouraged to make healthy food choices. Staff use mealtimes as valuable opportunities to discuss healthy eating, hydration and self-care in ways that are appropriate for children's ages. This helps them to develop positive habits that support their overall wellbeing.

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Children's welfare and wellbeing Strong standard

Staff know children well and respond promptly to their individual needs. Strategies, such as fidget toys, and art activities of interest are highly effective in supporting children to regulate their emotions. Effective communication with parents, carers and school staff, enable them to identify children who may require additional reassurance or support due to changes in circumstances, tiredness or anxiety. Staff respond sensitively, adapting routines and activities to help children settle quickly and participate with confidence. Children with special educational needs and/or disabilities, those known to social care, those experiencing other barriers to participation, and disadvantaged children receive tailored support that enables them to access the provision successfully. Activities are adapted thoughtfully to ensure every child can experience success and achieve their own goals. For example, during sports

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Children's welfare and wellbeing Strong standard

sessions, staff modify games by introducing different equipment to help children develop confidence and participate fully. This allows children to progress at their own pace while celebrating individual achievements. These consistent practices help children feel secure and enable them to thrive at the provision.

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Inclusion Strong standard

Staff ensure that every child is supported from the very beginning. Leaders have highly effective systems in place to identify and respond to children's individual needs. Comprehensive information, including medical, dietary and personal details, is gathered before children attend. Leaders establish positive relationships with parents and carers, enabling them to gain a clear understanding of each child's starting point and any potential barriers to participation. Where additional information is required, this is obtained before attendance begins, allowing appropriate support to be planned from the outset.

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Inclusion Strong standard

Disadvantaged children, including those attending through funded holiday provision, are well supported to fully access the programme. Furthermore, leaders work closely with the local authority to ensure children access discretionary places. This supports families in diverse ways, including supporting parents in getting back to work. Children access a wide range of enriching experiences and predictable routines that help them feel secure. The provision is flexible and responsive, allowing staff to adapt plans and activities that help children overcome any barriers to learning. Staff maintain regular communication with parents and carers. They also work effectively with external professionals, including children's social care, to ensure children who are known, or have previously been known, to these services receive coordinated and consistent support. Agreed plans are followed carefully, with clear communication helping to promote children's safety and wellbeing. As a result, all children

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Inclusion Strong standard

are fully included and participate confidently in all aspects of the provision.

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Inclusion Strong standard

The provider also works closely with the local food bank organisation, with children taking part in collecting food donations to support disadvantaged families within the community. This helps children develop an understanding of community responsibility and the importance of helping others.

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Leadership and governance Strong standard

Leaders have a clear vision for delivering high-quality care and enriching experiences for children. Well-defined leadership roles and highly effective monitoring systems ensure practice remains consistently secure and that children receive an excellent experience regardless of which session they attend. Leaders have an accurate and reflective understanding of the provision's strengths and continuously seek feedback from staff, parents and children to refine and enhance practice further. Daily team briefings are used well to share information about children's individual needs, allocate responsibilities and reflect on practice. As a result, staff are well prepared to meet children's needs from the moment they arrive. Staff describe recent improvements to the after-school club routines as having had a significant and sustained impact on children's engagement, behaviour and enjoyment.

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Leadership and governance Strong standard

Leaders are uncompromising in their commitment to developing a highly skilled workforce. Before each holiday camp, staff participate in organisation training that equips them with the knowledge, confidence and practical skills to deliver a varied programme of high-quality activities safely and effectively. Professional development is carefully planned and closely matched to the needs of both staff and the provision. Leaders provide regular coaching and constructive feedback that encourages staff to reflect on and continually strengthen their practice. Staff speak highly of the support they receive and describe leaders as approachable and genuinely invested in their wellbeing. This results in a highly committed team whose practice consistently benefits children.

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Leadership and governance Strong standard

Leaders work proactively with parents, carers, the host school and external professionals to ensure information is shared promptly and children's needs are met effectively. These secure partnerships contribute to highly personalised support for children, including those with special educational needs and/or disabilities, those experiencing other barriers to participation and disadvantaged children. Parents value the high-quality communication they receive and comment on the welcoming, inclusive atmosphere that enables their children to feel safe, happy and eager to attend.

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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 at the provision eager to attend and excited to see their friends and the staff. They are welcomed individually by staff, who greet them warmly by name. They take time to talk with children about how they are feeling and what they are looking forward to during the session. This personalised approach helps children feel extremely secure, valued and ready to make the most of the experiences on offer.

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

Leaders promote regular attendance and maintain effective procedures to follow up promptly, when children who are expected do not arrive. Secure partnerships with parents and carers ensure staff have an excellent understanding of children's individual circumstances and any changes that may affect their wellbeing. Information is shared effectively before children arrive, enabling staff to anticipate children's needs and adapt support where necessary. As children enter the setting, they immediately immerse themselves in the carefully planned activities available. The engage in ball games, creative activities and work together to build constructions, listening respectfully to one another. Children come together enthusiastically for the welcome circle, where staff's infectious enthusiasm encouraged everyone to join in with the setting's dance, creating a secure sense of belonging and community from the start of the day.

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

The environment is well organised, enabling children to move seamlessly between activities. Children follow the routines and planned activities. They demonstrate genuine care and consideration for one another, frequently offering encouragement and celebrating each other's successes. For example, while practising basketball skills on the inflatable equipment, children enthusiastically motivate their friends to keep trying until they achieved their goal. During archery activities, children confidently demonstrate their understanding of safety expectations by ensuring arrows are always pointed towards the targets. They manage risks sensibly while developing increasing confidence and independence during physical challenges. Throughout the day, children are active, highly motivated and demonstrate excellent physical confidence while developing secure friendships.

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

The annual summer family fun day brings together families from across the local area, providing inclusive opportunities to take part in sports, creative activities and shared experiences. This initiative helps families who may otherwise have limited access to such opportunities, and promotes positive relationships within the community.

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Next steps

Leaders should sustain their work to ensure continued improvement and high standards. They should focus on creating a transformational impact on the outcomes and experiences of children with special educational needs and/or disabilities and those who may face other barriers to their learning and/or wellbeing.

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About this inspection

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

Four Lanes Community Junior School Hanmore Road, Chineham Basingstoke RG24 8PQ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Magna Groups Enterprises Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:45 - 16:15,Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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

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

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