Twilights wraparound care

Twilights wraparound care

Unique reference number (URN): 2777681 Address: St Bernadette Catholic Primary School , Walsingham Way, London Colney, St. Albans, AL2 1NL Type: Childcare on non-domestic premises Registered with Ofsted: 02/02/2024 Registers: EYR, CCR, VCR Registered person: Cordner, Donna

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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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Children's welfare and wellbeing Strong standard

Children's welfare is at the heart of the club. After a busy day at school, children arrive to a warm and welcoming environment, where they feel safe, relaxed and ready to enjoy their time with friends. Staff know the children well and understand what helps each child feel comfortable and settled. They respond sensitively to children's emotional, social and physical needs, helping children feel valued and confident to be themselves.

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Children's welfare and wellbeing Strong standard

Children's health and wellbeing are promoted successfully throughout the session. They enjoy healthy snacks, follow good hygiene routines and are encouraged to stay hydrated, particularly on warmer days. Staff are quick to notice when children may need additional support. They make thoughtful adjustments, such as providing quieter spaces, sensory resources or adapting their approach, so that children remain comfortable and fully included. This means children with a wide range of needs are able to take part alongside their friends and enjoy the same opportunities as everyone else.

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Children's welfare and wellbeing Strong standard

The club offers a good balance of creative, social and physical activities that children genuinely enjoy. Whether they are creating with arts and craft, building with construction toys, playing games or taking part in energetic activities in the hall, children are engaged and happy. Leaders recognise the value of helping children stay active and continue to look for ways to strengthen this further, including introducing specialist football and yoga sessions.

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Children's welfare and wellbeing Strong standard

Parents and carers speak very positively about the care their children receive. They value the kindness, flexibility and support shown by staff, particularly during difficult times or when children need additional help. As a result, children feel secure and develop secure friendships. They leave the club each day knowing they are cared for by adults, who understand them well. Leaders' highly effective focus on children's individual wellbeing helps them to flourish and is a key strength of the provision.

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Inclusion Strong standard

Leaders have created a welcoming and inclusive club, where every child is valued and encouraged to take part. Staff know the children well and understand their individual personalities, interests and any additional needs. This helps them adapt activities and routines so that children feel confident, included and able to enjoy their time at the club. Leaders work closely with parents and carers, the host school and other professionals to make sure children receive the right support when they need it.

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Inclusion Strong standard

Children with special educational needs and/or disabilities (SEND) are supported particularly well. Staff make thoughtful adjustments, such as providing quiet spaces, sensory resources and ear defenders, to help children feel comfortable and ready to join in. They understand that children respond differently to situations and adapt their approach accordingly. As a result, children with SEND play happily alongside their friends, build positive relationships and are fully included in the life of the club.

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Expected standard

Leaders respond quickly when children need extra support. They have invested in additional staffing, specialist resources and training to help meet children's individual needs. Parents speak very positively about the care and support their families receive. They value the way staff take time to understand their children's individual needs and provide support that is responsive and reassuring. They value the remarkable communication and flexibility shown by leaders. Children benefit from this shared approach. They feel safe, accepted and develop a secure sense of belonging within the club community.

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Behaviour, attitudes and establishing routines Expected standard

Children settle quickly, when they arrive at the club because they know the routines and understand what is expected of them. Staff provide guidance, explaining what is happening and why, which helps children move between activities and feel secure in the daily routine. As a result, the club is typically calm, organised and children are ready to enjoy their time with friends.

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Behaviour, attitudes and establishing routines Expected standard

Children of different ages play happily together and treat one another with kindness and respect. They share resources, include others in their games and generally build positive friendships across year groups. Staff encourage children to take on small responsibilities, such as helping with activities and snack time, which helps them feel valued and part of the club community. Adults recognise children's efforts with genuine praise, helping to build their confidence and encouraging positive attitudes towards others.

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Behaviour, attitudes and establishing routines Expected standard

Children usually respond well to staff's reminders and signals, allowing transitions to remain calm, even when the hall is busy and lively. Snack times are relaxed and sociable, giving children opportunities to chat with friends, practise good manners and enjoy healthy food together. Behaviour is positive and routines are established, creating an environment where children feel settled and safe. Leaders closely monitor attendance and contact families and the school if an expected child does not arrive. This helps ensure that children remain safe and accounted for.

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Leadership and governance Expected standard

Leaders have established effective systems that support the safe and smooth running of the club. They have created a positive staff culture, where expectations are clear and staff feel supported in their roles. Regular supervision provides opportunities to reflect on practice, discuss children's needs and identify further professional development. This contributes to a consistent approach across the club, helping children benefit from familiar routines and positive relationships with staff, who know them well.

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Leadership and governance Expected standard

Secure partnerships with the host school and parents and carers, help ensure children receive consistent support. Leaders share information effectively with school staff and have clear procedures for following up any child who is unexpectedly absent. Parents value the open communication, flexibility and support they receive, which helps children feel secure and settled. Leaders are committed to improving the club and review what is working well and where they can make further improvements. They have built a capable staff team with the skills and knowledge to support the smooth running of the club. However, leadership responsibilities are not yet shared as widely as they could be. This means that too much of the day-to-day management relies on a small number of leaders, rather than making full use of the strengths across the wider team.

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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 enjoy coming to the club and settle quickly into a warm, welcoming environment, where they feel safe and valued. Staff know the children well and take time to listen to them, helping them make a positive transition from the school day into a more relaxed after-school environment. Children quickly become absorbed in their chosen activities and clearly enjoy spending time with their friends.

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

Children have the freedom to choose how they spend their time. They confidently move between creative, imaginative and physical play, selecting resources independently and following their own interests. Staff provide a wide range of activities that appeal to children of different ages, allowing younger and older children to play together naturally. Friendships across year groups are a noticeable strength of the club, helping children develop confidence, cooperation and a secure sense of belonging.

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

Children are treated as individuals. Staff understand their personalities, interests and additional needs and adapt their support so that everyone can take part successfully. Children who need extra reassurance or quieter spaces receive this sensitively, allowing them to remain fully included in the life of the club. As a result, children feel accepted, respected and able to be themselves.

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

The atmosphere throughout the session is calm, friendly and purposeful. Children understand the routines because staff explain what is happening and why. They willingly help with small jobs, such as preparing activities or supporting snack time. This encourages them to take responsibility and contribute to the club community. Mealtimes are relaxed and sociable, giving children time to talk about their day, strengthen friendships and enjoy healthy food together.

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

Parents and carers value the club because they know their children are cared for by adults, who understand them well. Children leave at the end of the day happy, settled and eager to return, having spent time in an environment where they feel secure, included and part of a caring community.

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Next steps

Leaders should make better use of the leadership skills within the team by sharing responsibilities more widely, helping to strengthen the quality and day-to-day running of the provision.

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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:

St Bernadette Catholic Primary School Walsingham Way, London Colney St. Albans AL2 1NL

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:15

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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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4 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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