All Aboard Kids Club Tanners Wood

All Aboard Kids Club Tanners Wood

Unique reference number (URN): 2820664 Address: Tanners Wood Junior & Infant School, Hazelwood Lane, ABBOTS LANGLEY, WD5 0LG Type: Childcare on non-domestic premises Registered with Ofsted: 20/12/2024 Registers: EYR, CCR, VCR Registered person: All Aboard Kids Club 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 behave extremely well because they feel secure, know the routines and enjoy spending time at the setting. The end of the school day is calm and well organised. Staff collect children from their classrooms, speak to teachers about how each child's day has been and welcome them into a familiar environment, where they quickly settle into activities. Children know exactly what to do when they arrive, placing their belongings away before choosing where they would like to play. This helps them become increasingly independent and creates a relaxed atmosphere throughout the session.

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Behaviour, attitudes and establishing routines Strong standard

Staff are particularly skilled at helping children manage their emotions in a calm and respectful way. They know children well and understand that different children need varying kinds of support. For example, during football games, when children become upset, staff calmly help them manage their feelings and encourage them to choose a different position. Children's friends immediately welcome them into the other positions, helping them feel included again.

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Behaviour, attitudes and establishing routines Strong standard

Staff give children time to express how they are feeling when upset, reassuring them that mistakes are part of playing together and helping them to find a solution, such as another role in the game. Older children also naturally support younger children during activities, such as helping them to tie-dye socks or encouraging them during games. As a result, children are considerate, resilient and proud to be part of a setting, where everyone is treated with kindness and respect.

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Behaviour, attitudes and establishing routines Strong standard

Leaders closely monitor attendance and promptly contact families and the host school if an expected child does not arrive. This helps ensure that children remain safe and accounted for.

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Children's welfare and wellbeing Strong standard

Children are happy, settled and clearly enjoy their time at the setting. Staff create a calm, welcoming environment, where children know they will be listened to, cared for and encouraged to make their own choices. Well-established routines help children feel safe from the moment they are collected from their classrooms. Staff work closely with school staff at handover to gather information about each child's day, ensuring they can respond quickly to any child who may need extra support. Children quickly settle into play, confidently put away their belongings, and move independently among the wide range of available activities.

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Children's welfare and wellbeing Strong standard

Leaders place emphasis on children's physical health and emotional wellbeing. Children enjoy a healthy choice of snacks each day, including fresh fruit, vegetables and other nutritious options, while staff encourage positive hygiene routines before eating. Outdoor play is valued, giving children plenty of opportunities to be active after a busy day at school. Children delight in activities using frozen balloons with toy animals trapped inside. They work together using water spray bottles to melt the ice, chatting excitedly as they guess which animal would appear. The activity encourages conversation, teamwork and problem- solving, while also helping children stay cool in hot weather. Thoughtful experiences such as these, combined with warm relationships and consistent care, help children feel relaxed, valued and eager to return each day.

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Inclusion Strong standard

Leaders have created an environment, where every child feels welcomed and included. Staff know children extremely well and take time to understand what helps each child feel happy, confident and ready to join in. They work closely with parents and carers, alongside the host school, to ensure support is consistent, particularly for children with special educational needs and/or disabilities (SEND) and those who face other barriers to their participation. This means children arrive knowing that staff understand them and will help them if they need it.

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Inclusion Strong standard

Leaders demonstrate a positive commitment to inclusion by responding promptly, when children need additional help. Experienced staff use specialist resources effectively to provide support that is closely matched to children's individual needs. Staff adapt activities so that children of different ages and abilities can take part together without anyone feeling left out. For example, during a large outdoor treasure hunt, staff give younger children and those with SEND gentle reminders about directions and where they have already searched. This means every child can enjoy the game and experience success alongside their friends, regardless of their age or ability. Children also show genuine care for one another. Staff make adjustments, such as providing extra time to transition into the setting in the morning, sensory resources and ear defenders, to help children feel comfortable and ready to join in.

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Inclusion Strong standard

They understand that individual children respond differently to situations and adapt their approach accordingly. As a result, children with SEND and those who face other barriers to their participation play happily alongside their friends, build positive friendships and develop confidence.

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Leadership and governance Strong standard

Leaders have high expectations for the setting and have successfully created a well- organised, welcoming environment, where children and families feel valued. They know their provision extremely well and regularly reflect on what is working and where improvements can be made. The views of parents and carers are actively sought and acted upon. For example, after listening to feedback, leaders introduced healthier snack options, including different types of bread. These changes demonstrate that leaders listen to families and are committed to continually improving children's experiences.

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Leadership and governance Strong standard

Leaders have successfully developed a capable staff team with the skills and knowledge needed to ensure the setting operates smoothly and meets children's needs effectively. They work well together and make good use of each other's skills and knowledge to provide effective support tailored to children's individual needs. Staff feel well supported because leaders are approachable and maintain regular communication through formal supervision and day-to-day discussions. This provides opportunities to reflect on practice, discuss children's needs and identify further professional development.

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Leadership and governance Strong standard

Leaders have clear systems in place to oversee safeguarding, attendance and children's welfare across the organisation. This allows them to have effective oversight without taking them away from supporting staff and children. The setting is well organised. Resources are thoughtfully planned, carefully stored and readily available, allowing children to access a wide variety of interesting experiences.

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Leadership and governance Strong standard

Secure partnerships with the host school and parents help ensure children receive consistent support. Leaders share information effectively with school staff and have clear procedures for following up on any child who is unexpectedly absent.

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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 happily at the setting and quickly settle into an environment, where they feel safe, valued and excited to spend time with their friends. They are warmly welcomed by staff, who know them well and take a genuine interest in how they are feeling. The end of the school day is calm and organised, giving children a reassuring start to their time at the setting. They confidently put away their belongings, choose what they would like to do and move independently between the wide range of exciting activities on offer.

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

There is a real sense of community throughout the setting. Children of different ages play happily together, look out for one another and are encouraged to help each other. For example, during creative, tie-dye activities, older children proudly support younger ones as they carefully follow the directions alongside an adult. Children are clearly pleased with what they have made and are excited to take their creations home. These moments help children build confidence, develop friendships and feel that everyone has something valuable to contribute.

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

Children enjoy spending plenty of time outdoors and have opportunities to be active, creative and curious. For example, children eagerly take part in a large treasure hunt game on the playground, working out where hidden treasure might be on a giant chalk grid. Staff give support to younger children and those who need extra encouragement, so that everyone can experience success and enjoy playing together.

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

Children with special educational needs and/or disabilities are supported exceptionally well. Staff are attentive to individual needs and make thoughtful adaptations, such as offering sensory equipment and ear defenders, enabling children to feel at ease and fully engaged in activities. Children know that staff will help them if they are worried or upset. Staff respond with kindness and patience, helping children understand and manage their feelings and promoting their self-esteem. As a result, children are confident to be themselves, try new experiences and enjoy being part of a setting, where they feel listened to, respected and included. It is a place where children leave school behind, relax with friends and simply enjoy being children.

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Next steps

Leaders should ensure continued improvement in the setting's successful work to remove barriers for children who need extra help to realise a transformational impact on all children's achievement and wellbeing.

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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:

Tanners Wood Junior & Infant School Hazelwood Lane ABBOTS LANGLEY WD5 0LG

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: All Aboard Kids Club Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:50,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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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

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

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Urgent improvement

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk . Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

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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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