The Beehive Hatch Ride

The Beehive Hatch Ride

Unique reference number (URN): 2826072 Address: Hatch Ride Primary School, Hatch Ride, Crowthorne, RG45 6LP 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 monitor children's attendance well and have appropriate procedures in place to account for all children, including those who are expected to attend but do not arrive as planned. Children know routines and all arrive, knowing they must wash their hands thoroughly before queuing for snack. However, daily routines and transitions, such as moving outdoors, are not always efficiently organised. This sometimes leads to longer waiting times and children becoming a little restless. Nevertheless, typically leaders promote established routines which help children understand what to expect. This helps them feel settled and secure, promoting their personal, social and emotional development.

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Behaviour, attitudes and establishing routines Expected standard

Children demonstrate positive attitudes to play as they eagerly engage in activities, such as constructing models with building blocks. Overall, they show increasing levels of perseverance and resilience. For example, they remain focused while using spoons and blunt knives to free toy figures trapped in ice. However, staff sometimes direct these activities too closely by suggesting solutions rather than allowing children to explore, experiment and solve problems independently. Consequently, opportunities to develop children's critical thinking and creativity skills are not fully maximised.

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Behaviour, attitudes and establishing routines Expected standard

Children behave well and respect the rules and boundaries set, such as sharing and waiting patiently for their turn. Children of all ages play cooperatively, showing kindness and consideration for others. Staff act as positive role models through warm, playful interactions, creating a relaxed and enjoyable atmosphere. They make adaptations when required to meet children's individual needs, helping children feel valued and included.

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Children's welfare and wellbeing Expected standard

Children learn about making healthy food choices at snack times. They eat fruit, vegetables and try new tastes, which they may not otherwise experience. Appropriate safer eating procedures help to promote children's welfare. For example, staff remain within sight and sound of children while they eat, enabling them to respond quickly if a choking incident occurs. However, although leaders and staff complete routine safety checks before children arrive, ongoing monitoring of the environment is not always sufficiently robust. For instance, children's toilet areas have wet floors and paper towels are unavailable because the hand dryer is out of order. Although these hazards are addressed eventually, it is not happening promptly enough, unnecessarily increasing risk of children slipping while washing their hands.

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Children's welfare and wellbeing Expected standard

Children are independent. They confidently put away their belongings, wash their hands, line up for snack where in general they wait patiently, clear away their plates and independently choose from a broad range of activities. Children enjoy inviting staff into their play. The youngest children benefit from a designated key person who develops trusting relationships with them, their families and school staff. In addition, older children are mindful of the younger ones, making them feel included as they invite them into their play and offer words of encouragement. This helps children feel safe, settled and secure.

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Inclusion Expected standard

Leaders create an inclusive environment where they typically understand children's individual needs. Before children join the club, staff work closely with parents and carers to gather important information about their preferences, dietary requirements and specific learning or behaviour needs. This is further enhanced by close links with the host school, enabling the sharing of information about children's school day. Staff also adapt routines as appropriate to support early years children. For example, these children arrive slightly earlier than older children, to give them sufficient time to wash hands and select their snack. This helps to support a smooth transition from school to the club and promotes continuity in children's care.

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Inclusion Expected standard

Generally, children's individuality is supported as they make decisions about what they would like to do and who they would like to play with. However, some staff do not consistently recognise opportunities for children to express themselves creatively. For instance, during adult-led arts and crafts activities, children are guided through a predetermined process rather than being encouraged to explore their own ideas. Nevertheless, staff talk to children about their feelings and help them select activities that reflect their mood, such as reading books or chatting together about their experiences.

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Inclusion Expected standard

There are currently no early years children with special educational needs and/or disabilities attending the club. Despite this, staff have an appropriate understanding of identifying any emerging needs quickly. They will work with parents and the school to provide suitable strategies that help narrow any gaps in children's development.

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Leadership and governance Expected standard

Overall, leaders demonstrate a sound understanding of the club's provision, recognising strengths, such as the positive partnerships established with school staff and parents and carers. Parents speak highly about the welcoming staff team, commenting on the effective communication and the friendly relationships staff build with them and their children. However, leaders' evaluation of the provision is not yet sufficiently reflective to identify all areas requiring improvement. For example, they have not fully considered the impact on children's development when staff sometimes direct arts and crafts activities too closely, limiting children's opportunities to express their own creativity and imaginative ideas. At these times, they expect children to complete arts and crafts tasks in a certain way. Furthermore, leaders do not consistently monitor communal areas, such as toilet facilities, to ensure they remain safe for children to use. Senior leaders recognise the need to strengthen

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Leadership and governance Expected standard

consistency in these areas to further promote children's welfare and wellbeing. Nevertheless, leaders communicate clear expectations to staff about day-to-day practice, such as ensuring children are closely supervised while eating.

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Leadership and governance Expected standard

Staff complete mandatory training and receive regular updates from senior leaders, helping to keep their knowledge current, including safeguarding. Supervision meetings focus on staff wellbeing, with leaders considering ways to reduce their workloads. However, these meetings are not yet used consistently to tailor professional development for individual staff members. As a result, opportunities to deepen staff's understanding of their specific roles and responsibilities, and further strengthen their practice, are not fully maximised to further benefit children.

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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 at the club happy and eager to share news about their day at school. They speak with enthusiasm about memorable experiences, such as meeting firefighters and getting sprayed with a fire engine hose. Children instantly settle themselves, waiting in line to choose their snack from a selection of healthy ingredients. This demonstrates that they feel safe, secure and valued, knowing staff are genuinely interested in their news. Children typically chat away and laugh as they collaborate in their play. For example, they use fire engine toys to create rescue scenarios, working together to solve problems and develop storylines. Children say they enjoy their time at the club and particularly value spending time with their friends.

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

Children enjoy being physically active and spending time outdoors in the fresh air. They are competitive when playing games, such as table pool, where older children encourage younger ones to refine their cue skills. Children celebrate one another's efforts, cheering as their friends successfully pot a ball in the pocket. Children's interests are reflected in the environment, which demonstrates staff know children's unique preferences. For instance, children twirl, swirl and make patterns in the air with resources replicated from their experiences from school, including ribbon batons. Children show a real sense of belonging. However, children's creativity is not always consistently promoted, such as when they are taken through a step-by-step process to recreate a model made previously by club staff, such as a camera. This limits opportunities to explore and express children's own ideas.

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

Children of all ages, including those who may face barriers to development, are supported by providing areas where they can choose to relax and recharge before choosing their next activity. When early years children arrive, information is shared by their class teachers to leaders. This helps to ensure any adjustments that need to be put in place to support children emotionally. Children's attendance is monitored closely by club leaders and they promptly follow up any unexplained absences, helping to ensure children's safety and welfare.

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Next steps

Leaders should strengthen monitoring and evaluation to accurately identify and address areas for improvement, including minimising children's waiting times and ensuring communal areas remain safe throughout sessions Leaders should use supervision more effectively to provide targeted coaching that strengthens staff's understanding of their roles and promotes consistently high-quality interactions with 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:

Hatch Ride Primary School Hatch Ride Crowthorne RG45 6LP

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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 : 15:15 - 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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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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