The Harris Club - Curdworth

The Harris Club - Curdworth

Unique reference number (URN): 2857270 Address: Curdworth Primary School, Farthing Lane, Curdworth, Sutton Coldfield, B76 9HF Type: Childcare on non-domestic premises Registered with Ofsted: 19/09/2025 Registers: EYR, CCR, VCR Registered person: Harris, Bethan

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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

Leaders and staff establish consistently high standards of behaviour and routines. Staff are excellent role models and gently reinforce expectations through their daily practice. This helps children to understand and follow the club rules extremely well. In addition, children are kind, respectful and considerate towards one another, and they help new children settle quickly into the club. As a result, children are confident and demonstrate consistent positive attitudes.

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Behaviour, attitudes and establishing routines Strong standard

Routines are embedded in this fully inclusive club. Children independently access activities and resources and are enthusiastic and motivated by staff to engage fully. Staff praise children for their efforts and achievements, which builds confidence and pride. Children enjoy being outdoors and work together as a team, such as playing games and taking part in a fashion show. They seek comfort and reassurance from staff and have formed secure, trusting relationships with staff and their friends. For example, children, including those with special educational needs and/or disabilities, are supported by nurturing staff to join in with their friends at their own pace. This helps to ensure all children feel included, confident and ready to participate.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is monitored rigorously. Leaders work closely with families to promote consistent routines. They follow up promptly with check-ins when children do not attend as expected. This ensures families are supported to establish positive habits for future success.

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Children's welfare and wellbeing Strong standard

Leaders have established a warm, welcoming and highly inclusive environment where all children feel safe, secure and valued. Children form close, trusting relationships with staff and their friends. Staff consistently prioritise children's welfare and respond sensitively to their individual needs. For example, they recognise when children, including those with special educational needs and/or disabilities, need time to adjust to routines and provide calm, reassuring support. As a result, children demonstrate a secure sense of security and confidence in their environment.

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Children's welfare and wellbeing Strong standard

Mealtimes are calm, well organised and closely supervised. Children enjoy their food and develop increasing independence in managing their personal care. Staff engage children in conversations. For example, children talk confidently about astronauts, planets and space while staff extend their ideas. Expectations, such as sitting while eating, are reinforced consistently. This helps children understand and follow embedded routines. Staff offer regular, specific praise and skilfully support children to join activities. They position themselves at children's level, creating warm, responsive interactions that promote children's confidence and engagement.

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Children's welfare and wellbeing Strong standard

Children benefit from experiences that broaden their awareness of the world around them, such as visits to the local cinema, parks and residential care homes. Staff set clear, age- appropriate expectations before each trip, including wearing high-visibility vests and lanyards with the club's name, logo and contact number. They explain what children should do if they become separated and reinforce these messages carefully, ensuring children know how to seek help and remain safe beyond the setting. This approach helps children feel settled, informed and confident through transitions.

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Inclusion Strong standard

Leaders and staff create a warm, welcoming and highly embedded inclusive culture where every child and family feels valued. They consistently support children, including those with special educational needs and/or disabilities and those known or previously known to children's social care, to feel secure and thrive. Staff plan activities that are carefully tailored to children's individual interests and needs. They use resources such as communication symbols and visual timetables to support children's understanding from the outset. This helps to remove barriers and ensures all children can participate fully.

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Inclusion Strong standard

Leaders work closely with parents to understand and meet children's individual needs. For example, they take time to get to know children and families before they start. They gather detailed information to create support to help children transition into the club smoothly. Leaders know their community extremely well and think carefully about how to shape the provision so it works for the families they serve. They reflect regularly on what the children need and adapt their provision to further support all children's experiences. Parents report that leaders and staff really understand their children and give them the genuine care and guidance they need. This supports children and families to feel valued and fully included at the club.

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Leadership and governance Strong standard

Leaders are committed to providing high-quality care and ensure children remain at the heart of decision-making. Self-evaluation is embedded. Leaders regularly reflect on what works well and what could improve. They value ongoing professional development and draw on research, local authority guidance and wider networks to enhance practice. This ensures the provision continues to improve and all children benefit from consistently high-quality experiences. Leaders are highly ambitious and have identified a clear gap within their community. For example, they plan to develop an on-site community hub that brings together a range of professionals so families can be signposted to appropriate support. This approach reflects a deep understanding of local need and a commitment to inclusive, community-centred practice.

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Leadership and governance Strong standard

Leaders actively seek parents' views through regular surveys and use this feedback to shape the provision. Staff wellbeing and workload are a high priority. They feel valued and extremely well supported. Staff access regular, relevant training and engage in ongoing professional discussions that deepen their learning. This culture of support and development ensures staff are confident in their roles and contributes to consistently high-quality experiences for all children.

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Leadership and governance Strong standard

Parents and carers value the continuity and consistency the club provides and are highly positive about the provision. They say leaders and staff are always helpful and that their children enjoy attending, feel safe and are well cared for. Families appreciate receiving clear information about their children's day and activities they take part in. They speak warmly about the support leaders offer during challenging circumstances and how each child is recognised and valued. This excellent partnership with parents underpins children's sense of security and the high levels of trust in the provision.

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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 and families are greeted warmly at the door. They enter confidently and place their bags in their allocated spaces with independence. Younger children go through to their designated room and older children move around calmly to theirs. The highly skilful staff

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About this setting

Unique reference number (URN): 2857270 position themselves in the rooms, ready to welcome children with smiles and reassurance. Children settle quickly, including those who are new to the setting. They show they are eager and happy as they choose activities and engage in this highly inclusive environment. As a result, children confidently follow embedded routines, feel emotionally secure and are ready for their day at the club.

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About this setting

Children enjoy their time at the club. They build models as they use magnetic tiles, compare tower heights and talk together as they experiment with shapes and structures. Younger children immerse themselves in small-world play and the home corner role-play area as they sustain concentration in the activities they choose. Children, including those with barriers to their learning and/or wellbeing, form warm, secure attachments with their key persons. Older children show respect and kindness and introduce themselves and help new friends feel welcome. Children engage confidently across the activities on offer. For example, they create and decorate paper aeroplanes, with attuned staff ensuring resources reflect children's interests. This inclusive approach enables children, including those with special educational needs and/or disabilities, to fully participate in their play.

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About this setting

Leaders monitor attendance rigorously and work closely with parents and carers to promote consistent routines. They follow up promptly with check-ins when children do not attend as expected. This ensures families are supported to establish positive habits for future success.

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Next steps

Leaders should sustain and build on their highly effective practice to secure a transformational impact on the experiences and outcomes for all children.

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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:

Curdworth Primary School Farthing Lane, Curdworth Sutton Coldfield B76 9HF

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:45 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 17:30,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:00

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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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