The Beehive Cranbourne School

The Beehive Cranbourne School

Unique reference number (URN): 2826070 Address: Cranbourne School, Lovel Road, Winkfield, Windsor, SL4 2EU Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2025 Registers: EYR, CCR, VCR Registered person: The Beehive (Wokingham) Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Leadership and governance Strong standard

Leadership is a significant strength of this club. Leaders demonstrate a clear understanding of the strengths of the setting and identify areas for development with clarity. They place a high priority on the importance of continuous professional development for all staff. Leaders use expert advice to evaluate the club and use this to target training that enhances the experiences of all children, including children with special educational needs and/or disabilities. Leaders strive to provide children with unique and enjoyable experiences. For example, they have recently invested in a play bus to visit the club. This helps children experience new and innovative approaches to play.

p.2

Leadership and governance Strong standard

Robust recruitment and induction procedures ensure that staff are suitable and well prepared for their roles. Leaders are present within the setting and ensure that all staff are supported in their roles. This approach helps to monitor staff wellbeing and manage their workload effectively. Staff are highly complimentary about the leadership team. They report that they feel valued, listened to and motivated to continue their training to further support children in their care. Parents are extremely happy with the fun and well-organised club. They say that staff truly care for their children and are swift at making adaptations to meet the needs of individual children who attend the club.

p.2

Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are caring and nurturing. Staff are on hand to support children as they put their belongings away ready to start their session. This helps children settle into the club's routines and feel safe and secure.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders have high expectations for all children's behaviour. They are positive role models and ensure children have a clear understanding of the expectations for their behaviour. Staff promote the rules and routines in the setting effectively. Children are friendly and kind members of the club. They play well together, creating imaginative games. Children behave well and demonstrate kindness and respect towards their peers and staff.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff typically provide children with a broad range of activities. They demonstrate a clear understanding of children who may face barriers in their play. This helps children further develop their relationships with their peers from school. Children generally follow the well- established routines. However, staff do not always consider how they can further support children's independence at mealtimes and tend to do too much for them. This means that some children wait too long and become a little frustrated.

p.2

Behaviour, attitudes and establishing routines Expected standard

Leaders monitor and update children's attendance closely. They ensure parents notify them of any changes to their children's attendance at the club. This helps keep children safe.

p.2

Children's welfare and wellbeing Expected standard

Staff are warm and welcoming and greet the children at the start of the club session. They spend time with the younger children as they settle into their chosen play activities. Children are keen to share their experiences at school with the attentive staff. As such, children often invite staff into their chosen games. Children are proud of their craft creations and show them to their parents at the end of the day. This supports children's wellbeing and self- esteem.

p.3

Children's welfare and wellbeing Expected standard

Overall, staff plan activities for the children that are of interest to them. Children develop their imaginations with the role-play resources, and they take part in some planned craft activities. However, leaders recognise the need to further develop the organisation of the resources available to children outside, as these are overfocused on children's physical development. This means some children find it harder to engage in purposeful play.

p.3

Children's welfare and wellbeing Expected standard

Typically, staff have established effective daily club routines to support children's care, including children with special educational needs and/or disabilities. Staff remind younger children to wash their hands before snack time. They talk about the benefits of regularly drinking water to stay hydrated while they play. This helps children develop healthy habits for the future.

p.3

Inclusion Expected standard

Leaders strive to provide an inclusive club for all children to attend. Staff take the time to get to know the children well. They gather information from parents and carers to find out the children's like and dislikes and any medical needs or adjustments that children may need. Furthermore, leaders and staff have developed meaningful relationships with the host school. This means that every child, including those who face barriers to their learning, can typically experience the various activities that the club provides.

p.3

Inclusion Expected standard

Leaders ensure that staff receive targeted training on how to cater for the diverse needs of children who may attend the club. For example, staff have completed training on supporting children's behaviour. This helps staff deepen their knowledge of how to typically make adaptations and plan the environment to support children within their play, although they have not yet considered how to develop the outside environment to support younger children's play choices.

p.3

Inclusion Expected standard

Leaders have developed effective partnerships with the host school. This helps them share information to support children with special educational needs and/or disabilities between the settings. Leaders work with parents to promote regular attendance at the club. This means that children have continuity of support across their school day.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.4

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.4

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children thrive at this fun and friendly club, where they feel safe and valued. Staff build trusting and respectful relationships with the children. This helps children to quickly settle into the familiar surroundings and generally well-established routines.

p.4

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

Children thoroughly enjoy their time at the club. Imaginative play is a strength of this club. Children play well together as they construct with magnetic shapes. They have pretend conversations on their walkie-talkies as they giggle and laugh. Older children concentrate as they colour and design ice creams. Younger children carefully peel stickers to decorate their

p.4

About this setting

new water bottles, which leaders have purchased to promote the importance of staying hydrated in hotter weather. Staff join in these activities, supporting safe practices, promoting collaborative play and building positive relationships.

p.5

About this setting

Children have ample opportunities for physical play. They skilfully fasten their helmets before riding their chosen scooters. This helps children learn how to keep themselves safe. Children develop their balance as they climb and balance on climbing apparatus. They learn new skills, such as playing basketball and football. This helps children exercise and enjoy plenty of fresh air.

p.5

About this setting

Children know what is expected of them and follow the club rules well as soon as they are dropped off at the club by their teachers. They talk with their friends about what they are going to have for snack time as they wash their hands ready to eat. Staff support children who may face barriers to their play and typically adapt routines to meet their needs. This supports children's positive behaviour. Leaders work effectively with parents and schools, ensuring consistency in practice and reducing barriers for children, including those with special educational needs and/or disabilities. Children often ask their parents to stay longer at the club and invite them into their play. Parents follow the club's policies and procedures when their child is not attending. This helps keep children safe.

p.5

Next steps

Leaders should strengthen the play opportunities, particularly for younger children in the outside environment. Leaders should review the organisation of mealtimes to further promote children's independence.

p.5

About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

p.5

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. Unique reference number (URN): 2826070

p.5

Address:

Cranbourne School Lovel Road, Winkfield Windsor SL4 2EU

p.6

Address:

Type: Childcare on non-domestic premises

p.6

Address:

Registered person: The Beehive (Wokingham) Limited

p.6

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00

p.6

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.7

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.

p.7

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.7

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care.

p.7

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.

p.7

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 .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

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

p.7