Cool 4 School Clubs at St Marks

Cool 4 School Clubs at St Marks

Unique reference number (URN): 2808048 Address: St. Marks Primary School, Brantridge Lane, Staplefield, Haywards Heath, RH17 6EN Type: Childcare on non-domestic premises Registered with Ofsted: 28/11/2024 Registers: EYR, CCR, VCR Registered person: Cool 4 School Clubs LTD

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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 support children to show positive behaviour. For example, at the beginning of the session, they encourage children to talk about the rules of the club. Children enthusiastically share their knowledge of how they are expected to behave and can explain why they need to behave this way. This helps children to show positive behaviour, such as being kind towards each other as they work collaboratively together and respectfully take turns during their activities.

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Behaviour, attitudes and establishing routines Expected standard

Children show that they are familiar with the routines of the club. For instance, they know to help themselves to a snack and sit at the table to eat afterwards. Staff supervise children well, which enables them to quickly step in when children need support with their behaviour, such as reminding them to sit down while they are eating. Children listen to staff and respond positively. However, staff do not always use in the moment opportunities to support children to think about the impact of their behaviour. This does not fully enable them to understand why they need to change how they are behaving.

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Behaviour, attitudes and establishing routines Expected standard

Leaders implement effective strategies to ensure that all children who are booked into the club are accounted for. For example, they call a register and follow up with the school if there are any children who have not turned up. This enables them to quickly identify where children are, which helps to promote their safety at these times.

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Children's welfare and wellbeing Urgent improvement

Although children are happy and settled at the club, leaders have not ensured that effective procedures are implemented so that the key-person approach is securely embedded. Leaders and staff do not have sufficient knowledge of each child's needs. For example, they are not aware of children's health conditions and relevant risk assessments that are in place in the event that children require medical attention. This does not robustly promote children's welfare and wellbeing.

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Children's welfare and wellbeing Urgent improvement

Despite this, children engage confidently with staff. For example, they approach staff when they need reassurance. They also seek out staff when they need help and support, such as asking them to retrieve a toy that has fallen in areas that are out of bounds. Staff respond warmly and promptly, which helps children to quickly reengage in their play.

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Children's welfare and wellbeing Urgent improvement

Overall, staff supervise children well, such as during mealtimes and when they use the climbing frame. Staff give children gentle reminders to support them to keep themselves safe. For example, they ask children to remain seated while they are eating and to use the equipment safely. This helps children to develop an awareness of how to look after themselves.

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Inclusion Urgent improvement

Leaders do not ensure that there are robust procedures in place to support children who face barriers to learning, or who have additional needs. At times, leaders form their opinion that children do not require any reasonable adjustments or additional support based on their observations of them having a good time at the club. As such, although they collect personal information about children, including any medical or care needs, they do not take steps to find out what this means. For example, leaders and staff do not know what strategies they need to implement in relation to children's health concerns. This does not help to keep children safe in the event that they require medical assistance, which compromises their safety and wellbeing.

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Inclusion Urgent improvement

Leaders also do not ensure that staff are aware of children's individual needs. Instead, staff rely on a poster created by the school to find out about children's health, dietary, and care information. This does not provide assurances that staff have the most relevant and up-to date details. Additionally, staff do not make enquiries about the information that is displayed on this poster, and so they do not know what this means and whether there is anything they need to do, in order to effectively support children.

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Inclusion Urgent improvement

Although staff identify concerns about some children's developmental delays, they do not receive an effective induction and ongoing support to enable them to know what they should do if they have concerns about children's progress. Consequently, when staff identify developmental delays, they rely on their own thoughts and ideas of how to support children. They do not consult parents, or establish whether support plans are already in place. This means that children who face barriers to learning, or who have additional needs, do not receive the support necessary to help them.

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Leadership and governance Urgent improvement

Leaders do not have a robust understanding of the requirements of registration. This does not enable them to have secure oversight of the club in order to identify weaknesses that need prompt attention so that they are compliant. For instance, leaders have not appointed a special educational needs and/or disabilities coordinator. This impacts significantly on the quality of childcare that children with additional needs, or who face barriers to learning receive.

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Leadership and governance Urgent improvement

Leaders do not implement effective policies and procedures. For example, they do not ensure that staff complete an induction that supports them to fully understand their roles and responsibilities. As such, leaders have not ensured that the key-person approach is secure so that staff have detailed knowledge of each child, including knowing about their individual needs, and what they must do if they have concerns about children's development.

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Leadership and governance Urgent improvement

The lack of effective systems in place to monitor, identify and address weaknesses in staff practice means that staff do not receive the support they need to successfully fulfil their duties. Leaders have also not established a two-way flow of information sharing with parents and carers. This does not actively promote strong partnerships that facilitates a collaborative approach to meeting children's needs. Consequently, leaders and staff do not know what to do when they become aware that children have additional needs or medical conditions. This compromises children's safety and wellbeing.

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Compulsory Childcare Register requirements

This setting has not 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 not 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

There are breaches to the requirements of registration that do not promote children's wellbeing and welfare. Leaders and staff do not ensure that they gather appropriate information about children, which means that they do not have effective procedures in place to accurately identify and respond to children's emerging or changing needs. Leaders do not provide staff with an effective induction, including to help them understand what they need to do if they have concerns about children's development. This results in staff not following appropriate procedures when they identify delays in children's progress. Consequently, staff decide to implement their own strategies without speaking to parents and carers, and knowing whether there is a support plan already in place. Where leaders and staff have been provided with information about children's health or care needs, they do not actively take steps to fully understand each child's condition. This does not enable them to ensure

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

that the relevant strategies, adjustments and risk assessments are put in place for children. As such, children who face barriers to learning, or who have additional health and care needs do not receive appropriate support.

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

Despite this, children enjoy their time at the club and arrive keen to start their session. They show that they are familiar with the daily routines, such as helping themselves to snack and sitting down to eat. They quickly engage in child-led play, working out between themselves what games they will play. Staff join in and help to support the activity. Children are overall friendly and kind towards each other, respectfully listening to each other's ideas and joining in with what they collectively decide to play. For instance, they play a game of 'Simon Says'. Children agree to take turns to call out the instructions to the group. After each turn, they amicably choose the next caller so that the game can continue.

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Next steps

To meet the requirements of the Early years foundation stage and Childcare Register the provider must take the following actions by the assigned date:

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Action Completion Date

ensure at least one member of staff holds a relevant level 2 childcare qualification or completes the common core skills 29/07/2026

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Action Completion Date

ensure that leaders and staff establish an effective two- way flow of information with parents and carers so that appropriate information is shared about children to promote their safety and wellbeing 29/07/2026

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Action Completion Date

ensure that the key-person approach is fully effective so that staff have secure knowledge of each child, in order to fully meet their needs at all times 29/07/2026

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Action Completion Date

ensure there are effective arrangements in place to support children with additional needs 29/07/2026

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Action Completion Date

ensure that a special educational needs and/or disabilities coordinator is appointed to put in place support for children with additional needs 29/07/2026

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Address:

St. Marks Primary School Brantridge Lane, Staplefield Haywards Heath RH17 6EN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Cool 4 School Clubs LTD

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:00 - 08:45,Monday,Tuesday,Wednesday,Thursday,Friday : 15:20 - 18:00

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Action Completion Date

ensure all leaders and staff have a clear understanding of their roles and responsibilities so that policies and procedures are embedded and implemented effectively 29/07/2026

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About this inspection

The inspector spoke with leaders, staff 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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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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