The Beehive King's Academy Meadow Vale

The Beehive King's Academy Meadow Vale

Unique reference number (URN): 2826075 Address: King's Academy Meadow Vale, Moordale Avenue, Bracknell, RG42 1SY Type: Childcare on non-domestic premises Registered with Ofsted: 08/01/2025 Registers: EYR, CCR, VCR Registered person: The Beehive (Wokingham) 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 Expected standard

Leaders and staff have clear expectations for children's behaviour, which they typically reinforce throughout the session. In general, staff act as positive role models through their respectful interactions with children and colleagues. However, the quality of interactions is not yet consistent across the team to get the full benefit from the activities children choose to play with. Nevertheless, children behave well, showing respect for staff and one another. For example, they use positive manners, regularly saying 'please' and 'thank you' without prompting. Children receive gentle reminders to help them manage their own and other's safety. For instance, children quickly respond when staff remind them to wave bubble wands away from others' faces.

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Behaviour, attitudes and establishing routines Expected standard

Staff establish clear routines that help children feel secure and independent. Children follow these routines, carefully storing their belongings on arrival, settling into activities and independently selecting healthy snack items from the range available. They also demonstrate kindness and consideration towards others, particularly younger children and those who are new to the club, helping them feel included.

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Behaviour, attitudes and establishing routines Expected standard

Robust procedures in place ensure children's safety around non-attendance at the club. Leaders maintain accurate attendance records and promptly follow up any child who is expected but has not arrived. They check with class teachers and contact parents where necessary. This helps ensure that all children are accounted for quickly and effectively.

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Children's welfare and wellbeing Expected standard

Staff create a harmonious environment where children's safety and welfare are given high priority. In general, staff understand their roles and responsibilities and typically know children's personalities, interests and individual needs. For example, staff collect younger children from their classrooms and liaise with class teachers about their school day. Leaders also adapt procedures for children who are new to the setting or arrive a little unsettled. For instance, these children accompany staff to collect their siblings from class, helping them feel reassured, welcomed and emotionally secure. Leaders recognise that some children prefer to be more physically active and engage them in outdoor activities to promote their physical wellbeing.

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Children's welfare and wellbeing Expected standard

Staff who also work at the host school provide continuity in children's care by reinforcing important messages introduced during the school day. For example, during periods of extreme hot weather, they remind children about the importance of staying hydrated. Staff provide healthy meals and snacks, and children develop their independence by serving themselves using tongs and buttering their toast. However, some staff do not consistently recognise routines such as mealtimes as valuable opportunities to engage children in meaningful conversation, such as encouraging them to share their experiences from home and school. As a result, children have fewer opportunities to compare their cultural experiences with those of others, as well as develop a deeper knowledge of diverse communities.

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Inclusion Expected standard

There is a friendly atmosphere at the club, where children make their own choices and develop independence. Staff respect children's views and typically support them to choose activities and resources that reflect their interests. For example, children who prefer quieter play select wooden colouring cut-outs, construction toys or role-play resources to recharge and relax. Staff typically know the children well and encourage positive relationships.

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Inclusion Expected standard

Some club staff work at the host school, enabling them to provide continuity in children's care and support. They successfully mirror the school's support plans for those children who require extra support, with positive effect. This helps provide continuity of care. Although training is available to develop staff's knowledge of supporting children with special educational needs and/or disabilities, not all staff complete this. Consequently, confidence and expertise in meeting children's individual needs are not yet consistent across the team. In general, children of different ages play harmoniously together, often forming friendships through shared interests and activities, such as football.

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Inclusion Expected standard

Staff do not consistently use opportunities to help children develop an understanding of each other's cultures, traditions and religions. As a result, children have fewer opportunities to share and compare their own experiences with those of others, as well as develop a deeper knowledge of the diverse communities in which they live in order to be fully inclusive.

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Leadership and governance Expected standard

Senior leaders regularly evaluate the club's provision to ensure children experience a high quality of care. They possess a clear view of the club's strengths, such as that staff are highly conscientious in the organisation and smooth running of the club, ensuring children's safety is at the heart of their practice.

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Leadership and governance Expected standard

Senior leaders work alongside staff to help reduce workload pressures, providing continued guidance, coaching and support. Staff have access to relevant training to support their practice, such as positive behaviour management. Leaders have largely positive procedures to support staff's professional development. However, monitoring of staff's practice is not consistently sharply focused on improving interactions with children to further enrich and support their wellbeing and welfare. As a result, some children have not yet built the most secure relationships with staff who are assigned as their key persons.

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Leadership and governance Expected standard

Parents and carers speak positively about the club. They describe staff as kind, patient and genuinely caring. They comment on how happy their children are on collection. Leaders and staff work closely with parents to meet children's individual needs. For example, they provide tailored activities for children who are initially shy, such as creating personalised colouring folders to help them feel settled, confident and valued.

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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 from their classrooms with confidence, demonstrating a firm understanding of the routines. They independently put away their belongings, take out their water bottles and quickly settle into activities that pique their interest. Those children new to the club who initially find it difficult to separate from familiar adults benefit from close working relationships between school and club staff. These children arrive feeling calmer and ready to enjoy their time due to the adaptations made to their routines. They delight in receiving stickers when they arrive happily, giving them a sense of pride.

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Inspector:

Sonia Panchal Older children play a valuable role in supporting younger or less confident children. For example, they help with routines and encourage new children to choose from a selection of fresh, nutritious snack ingredients, alongside staff. Every child feels included, promoting independence, responsibility and a sense of belonging. Children talk about their experiences of the school day because staff typically show an interest in listening to them. They particularly benefit from some staff who also work at the school as they know what children have been doing at school. For instance, children discuss the importance of staying hydrated and the potential signs of heatstroke. These meaningful conversations help to boost children's self-esteem and extend their language skills and knowledge of how to stay well in hot weather.

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Inspector:

Children understand the expectations of the club. They respond positively, showing respect for staff and each other. At times, older children include younger children in their play, such as when talking to younger ones about their colourful wooden creations. Children move around the club freely and with increasing confidence. Indoors, they enjoy a calm atmosphere as they independently choose from construction toys, creative activities or board games. Outdoors, children enthusiastically join in games together. Younger children eagerly run to join older ones playing football on the field, confidently taking turns with them as goalkeeper and then striker. They celebrate each other's successes with genuine excitement, proudly demonstrating their growing self-belief, teamwork and enjoyment.

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Next steps

Leaders should focus staff's professional development on strengthening the effectiveness of staff's interactions with children, particularly during mealtimes, to strengthen key-person relationships. Leaders should ensure staff enhance opportunities for children to share and learn about each other's cultures, traditions and religions to deepen their understanding of diversity and further foster inclusion.

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About this inspection

The inspector spoke with senior leaders, staff, parents 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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Address:

King's Academy Meadow Vale Moordale Avenue Bracknell RG42 1SY

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: The Beehive (Wokingham) Limited

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Address:

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

Store Street Manchester M1 2WD T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

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