Benton Dene Out of School Club CIC

Benton Dene Out of School Club CIC

Unique reference number (URN): 2860970 Address: Benton Dene Primary School, Hailsham Avenue, NEWCASTLE UPON TYNE, NE12 8FD Type: Childcare on non-domestic premises Registered with Ofsted: 08/10/2025 Registers: EYR, CCR, VCR Registered person: Benton Dene Out of School Club CIC

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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 have clear expectations which they share with children. For example, at the start of the club, they discuss why it is important to tidy up. They remind younger children of the club's motto 'choose it, use it, put it away'. These consistently shared expectations help children to remember them.

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Behaviour, attitudes and establishing routines Strong standard

Children behave well and follow the routines and expectations. For example, they tidy-up consistently well before lunch and when they gather on the carpet. Children wait patiently as they line up to go for lunch and behave incredibly well as they walk through school. Children are polite and well mannered and treat each other with respect, this includes holding the door open for adults and children alike.

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Behaviour, attitudes and establishing routines Strong standard

Children develop caring and effective relationships with each other. During the inspection, children play with each other happily. They help each other to throw the beanbag onto the squares in a hopscotch game. They take turns and wait for their turn patiently. Children demonstrate superb attitudes. They engage well and persevere as they try new ways of completing the hopscotch, such as skipping or throwing the beanbag backwards. Other children support and provide reassurance to younger children as they perfect this skill.

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Inclusion Strong standard

Leaders have a clear passion for supporting children with special educational needs and/or disabilities. This commitment underpins their ethos in the club and leaders ensure staff are well trained in order to offer a highly inclusive service. Leaders and staff work closely with parents and staff in school to understand children's needs. Many staff also work in the school, and this helps them to have an in-depth understanding of how they can meet children's needs effectively.

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Inclusion Strong standard

Staff make a range of adaptations to help children to benefit from their time at the club. For example, staff provide tailored support to help children to overcome any barriers to their care and learning. They support children who lack confidence with their physical skills to overcome any fears they may have. This tailored support helps children to make superb progress. For example, they beam with delight as they realise they can jump over a log and try it again.

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Inclusion Strong standard

Leaders work tirelessly with other professionals, who may be involved in children's learning. For example, they work with the school's family liaison team to understand how best to support children's needs. This includes understanding how they can provide support to children, who are disadvantaged or those who are known to children's social care.

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Children's welfare and wellbeing Expected standard

Leaders gather detailed information from parents, when children first start, to help them to understand children's likes and dislikes. This helps children to settle quickly. Staff are incredibly attentive to children's safety. They supervise children carefully and act swiftly when children have an accident. They follow the necessary procedures, including informing parents when applicable. Staff have a detailed understanding of children's individual dietary needs, including allergies. They work with children's parents, school and other professionals from health services, to ensure they have the necessary plans in place to support children's individual needs, including specific care needs, such as allergies.

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Children's welfare and wellbeing Expected standard

Overall, leaders and staff have good procedures in place to help children develop healthy habits and to understand how they can support their physical health. Children have opportunities for fresh air and exercise. Staff remind them of the importance of drinking regularly in hot weather. Children learn how they can keep themselves safe with the reapplication of suntan lotion. Leaders share information with parents about new guidance in relation to the safe preparation of food and healthy packed lunches. However, this is not always shared in a timely manner. Consequently, children do not get clear and consistent messages about healthy food choices.

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Leadership and governance Expected standard

Staff attend a range of training. They reflect on key messages from training and consider where they can make adjustments to improve the club further. For example, they have reflected on government guidance regarding safe eating. They now supervise children even more carefully. Following training on mindfulness, they also provide mindfulness activities to promote a sense of calm.

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Leadership and governance Expected standard

Leaders identify the strengths and areas for development in the club. However, at times this is not consistently precise to identify all areas for development. Leaders do not consistently identify areas where staff need further support and guidance. For example, at the time of the inspection, leaders have not identified that there are minor inconsistencies in the way staff support children's independence.

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Leadership and governance Expected standard

Staff feel well supported. They comment that they love working at the club and feel like it is a big family. Leaders regularly check in on staff wellbeing. Staff who are working towards further qualifications comment on the support that they receive. Leaders minimise planning and other paperwork tasks to support staff's workload and wellbeing

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Leadership and governance Expected standard

Staff have a typically effective relationship with parents. They gather detailed information from parents to support children's wellbeing. Staff share information with parents about the club, including the club's policies and procedures. However, some information is not shared in a timely way. For example, leaders do not provide a timely reminder to parents about healthy packed lunches as they prepare for children attending holiday club. Staff have a particularly effective relationship with the on-site school and work cooperatively to support children's individual needs.

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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 with energy and enthusiasm in the morning, eager to start their day. They settle quickly and develop effective relationships with staff and each other. Children who are new to the club settle quickly and swiftly join in play. Older children are very caring and

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Inspector:

Elizabeth Fish provide support and guidance. For example, they show them where to wash hands and play alongside them for reassurance. Children laugh and giggle together as they throw the beanbag backwards onto the numbered squares in a hopscotch game. They develop warm relationships with staff. Children are delighted when staff join in and attempt to copy what they are doing, such as playing hopscotch backwards.

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Inspector:

Children are safe, settled and happy and are very keen to attend the club. Children with special educational needs and/or disabilities, and those who experience barriers to their learning, benefit from extra sessions to get to know staff and children so staff can plan for children's individual needs. Children learn how to keep themselves safe. During the inspection, they use plastic saws to cut cardboard. Staff remind them to keep their fingers out of the way. These skills support their future learning.

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Inspector:

Children's views are valued. For example, they work with staff in groups to plan the holiday club activities. Children thoroughly enjoy playing in the spaceship but eagerly anticipate the new topic of pirates. This supports children's engagement and motivation. Children thoroughly enjoy their learning. They benefit from a range of motivational activities. Children thoroughly enjoy role play and playing with water. They focus intently as they use sponges to squeeze water into a bowl with sliced fruit in. They persevere as they use tongs to remove all the slices of fruit. They learn about the displacement of water as staff point out the changes in the water levels in the bowl.

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Next steps

Leaders should review ways of sharing information with parents in a timely way, particularly with regard to packed lunches, to support children's health and wellbeing. Leaders should review their monitoring of staff's practice to gather a detailed understanding of all areas for improvement and provide precise, targeted, professional learning to support staff's further development.

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About this inspection

The inspector spoke with leaders, staff, the special educational needs coordinator, 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:

Benton Dene Primary School Hailsham Avenue NEWCASTLE UPON TYNE NE12 8FD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Benton Dene Out of School Club CIC

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:15 - 18:00,Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 17:00

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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. 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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