Wynyard Holiday Club

Wynyard Holiday Club

Unique reference number (URN): 2873277 Address: Wynyard Primary School, Redwood Drive, Wynyard, Billingham, TS22 5UB Type: Childcare on non-domestic premises Registered with Ofsted: 22/01/2026 Registers: EYR, CCR, VCR Registered person: Clockwork Education 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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Behaviour, attitudes and establishing routines Expected standard

Children benefit from clear boundaries which help them to understand the behavioural expectations at the club. Children mirror staff's behaviour and are polite and helpful. Older children show kindness to younger children, and they play together cooperatively. Typically, staff make adaptations for children to join in with planned activities and group times. For example, staff take groups of children to play football and support younger children to understand some of the basic rules. They provide instructions and help them to understand any specific language. Leaders contact families if children are booked into the club but do not attend. This helps to promote children's welfare.

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Behaviour, attitudes and establishing routines Expected standard

Overall, children make some choices about which activities they would like to join and staff prepare a wide range of experiences, which they share with parents and carers on their timetable. Parents are happy with the activity choices and say their children thoroughly enjoy attending. For example, children show enthusiasm as they come into the hall to design t-shirts. Special days are planned each Friday, such as talent shows and water-fun days. However, on occasion, children do not want to join in with the louder games but there are no options for quiet or independent play. Staff clear away resources for quieter play once all children have arrived, and children stay grouped together, either indoors or outdoors, limiting their options for self-directed play.

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Children's welfare and wellbeing Needs attention

The provider has not ensured that all staff understand and implement procedures to promote children's health and safety during mealtimes. Leaders do not ensure young children have a member of staff who sits with them and supervises them effectively while eating. Children frequently put wedges of orange in their mouth and then put the wedge back on the platter. This is not challenged by staff and does not promote children's good hygiene or health. The provider has not ensured that leaders and key staff have detailed information about children's care needs. This includes how staff should respond to any allergies that children may have. For example, although staff are aware of some allergies, they do not have an allergy action plan or risk assessment in place should an emergency arise. In addition, some allergies are not known to staff before children start because leaders do not check to ensure families understand how to complete the online registration

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Children's welfare and wellbeing Needs attention

form accurately. This means key staff cannot fully tailor their practice to meet all children's individual needs, including those in the early years age range. However, staff walk around the hall while children eat their snack and packed lunches. This means that they are close by and children are sporadically observed for safety.

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Children's welfare and wellbeing Needs attention

Overall, staff have positive relationships with all children. They are kind, caring and responsive. Children show they enjoy being with staff in the club and benefit from regular physical play indoors and outdoors. For example, most children are keen to participate in 'the floor is lava' game and join in with dancing competitions. Children show confidence and positive levels of self-esteem as their friends clap during their 'dance off'. They show a sense of pride when they win and display positive sportsmanship. This helps to promote their emotional wellbeing. Staff make necessary adaptations for children who may face barriers to their wellbeing and participation. For instance, they provide one-to-one support so children who struggle with their emotions and boundaries can participate in activities. This inclusive practice means all children can enjoy play with their friends and develop their social skills.

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Inclusion Needs attention

The provider has not gathered enough detailed information about children to ensure leaders and staff can meet their individual needs effectively. For example, leaders and staff do not have information about children's likes, dislikes or preferences before they start. Families can join the club through an online application but are not asked to provide any specific information about any other professionals who are involved with children, including if they are known or were previously known to social care. Some families have made a note of extra support their children receive outside of the club, but information sharing is inconsistent because it is not clearly requested. This means staff do not have sufficient information about all children's current or previous circumstances to make adaptations before they start.

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Inclusion Needs attention

However, leaders and staff are vigilant and swiftly note if they observe any inclusion needs for children. Leaders contact families once they identify any needs and plan to have extra staff to support children where needed. Staff are experienced in supporting older children with special educational needs and/or disabilities but have not yet received any training to support children in the early years age range.

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Leadership and governance Needs attention

The provider has recently changed their club admission age to include children in the early years age range. However, they have not fully prepared for this change and some of the requirements of the early years foundation stage are not met. For instance, leaders and staff do not have all of the required information about children, including about allergy plans and those who receive support from other professionals. Staff have not had specific training to help them know how to meet younger children's needs and how this differs from working with school-age children. The club is based on a school site. However, they do not provide care exclusively for those children who attend the school, and leaders welcome children from other communities. Partnerships with schools and other professionals are not yet embedded to fully promote continuity for children.

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Leadership and governance Needs attention

The provider ensures that all staff are safely recruited. For instance, they verify staff's suitability and obtain appropriate references. Staff receive some basic training during their induction. This helps to ensure they are familiar with local safeguarding partnership procedures. Staff know how to identify, record and report concerns about children's welfare and know how to follow the whistleblowing procedure.

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Leadership and governance Needs attention

Leaders are aware of how to promote staff's wellbeing. They consider the demands of staff's roles, such as working during children's holidays, and ensure they have a positive work-life balance. Leaders consider staff's strengths and preferences and encourage them to make use of these to benefit children. For instance, some staff are football coaches so use their experience to encourage physical play and teach children new skills. Other staff are talented in drama and dance and work with children to create dance routines. Staff say they feel supported and enjoy working at the club. Leaders and staff generally establish and maintain positive partnerships with families.

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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 in the early years age range attend the club. However, this change is very recent and some aspects of the organisation do not meet the requirements of the early years foundation stage. Children's health, safety and hygiene are not consistently promoted, and staff do not have enough information or training to help them plan and meet all children's individual needs. For example, leaders do not have plans in place for children with allergies, should a medical emergency arise, and children are not supervised consistently while they eat. Leaders have not ensured online admission forms request enough detail from families to help them and staff know about children's circumstances. For instance, families are not asked to provide details of any other professionals children receive support from, including those who are known or previously known to social care. Leaders and staff speak to families at drop-off and collection which enables them to find out some useful information.

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

Children show they feel secure in the club and enjoy being with staff, who are kind, caring and friendly. Children quickly form bonds with them and are confident to ask them for help if they need it. This helps children, including those with barriers to their wellbeing, to build self- esteem and enables them to feel secure. Most children are regular attenders and this helps them to learn the routines and form friendships. Children show confidence at the club and know the rules, boundaries and expectations. For instance, they line up to wash their hands before snack and respond well to games that promote positive behaviour and listening. For example, during transitions, staff complete head counts and play 'Simon says', to maintain children's attention. Overall, children show enjoyment in activities during their day and engage well, particularly outdoors. For example, they ask staff to play outdoors and use the

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

large building resources to make vehicles. Other children explore in the sand or play football.

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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

develop health, care and allergy plans for all relevant children and ensure staff know how to respond swiftly in a medical emergency 24/08/2026

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Action Completion Date

ensure children are supervised appropriately during all mealtimes and improve the arrangements for providing snacks to avoid cross contamination, to fully promote children's health and safety 24/08/2026

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Action Completion Date

ensure detailed information about children is gathered from families on entry, so key staff can plan how they will meet children's individual health, care and inclusion needs 24/08/2026

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Address:

Wynyard Primary School Redwood Drive, Wynyard Billingham TS22 5UB

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Clockwork Education Ltd

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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Action Completion Date

provide staff with effective supervision, coaching and training, specifically to enable them to fulfil their role in working with children in the early years age range 07/09/2026

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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 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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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. 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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