The Beehive Nine Mile Ride

The Beehive Nine Mile Ride

Unique reference number (URN): 2826076 Address: Nine Mile Ride Primary School, 430 Finchampstead Road, Finchampstead, Wokingham, RG40 3RB 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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Inclusion Strong standard

Leaders have established a highly ambitious and effective culture of inclusion. They identify children's individual needs swiftly through effective partnerships with parents and carers, school staff and external professionals. This enables them to implement timely support and appropriate adaptations that help all children to thrive and make the best possible progress. Staff have a thorough understanding of each child's strengths, interests and individual needs. They make highly effective adaptations to routines, the environment, communication and adult support. As a result, all children participate fully, develop confidence and thrive.

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Inclusion Strong standard

Leaders recognise that children may experience a range of barriers to participation, including being new to the country or speaking English as an additional language. They work in partnership with families to gain a thorough understanding of each child's individual circumstances and implement appropriate support. This enables staff to adapt their practice effectively, so that all children participate fully and benefit from the opportunities the club provides. Leaders provide practical support for families, by signposting them to relevant services and support within the local community when needed. They also offer free places to families experiencing financial hardship where possible. This helps to reduce barriers to children's wellbeing and ensures that children can participate fully in the life of the club.

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Behaviour, attitudes and establishing routines Expected standard

Overall, leaders and staff embed high expectations for routines and behaviour across the club. They typically model the behaviour they want to see in others. Leaders and staff motivate children to develop positive attitudes towards activities. For example, children giggle with delight as they excitedly chase bubbles, eagerly join in with play and remain fully engaged throughout activities. Leaders promote the importance of attendance and punctuality to families. They encourage parents and carers to ensure that children arrive on time so they can fully benefit from the wide range of enriching experiences provided. These include visits from artists, woodworkers and birds of prey. This helps children to access the full programme of activities and ensures they do not miss valuable experiences.

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Behaviour, attitudes and establishing routines Expected standard

Leaders and staff build warm, trusting relationships with children, including those attending for the first time, helping them to feel secure, valued and develop a sense of belonging. As a result, children confidently join-in activities and readily seek support from familiar adults when needed. Staff respond sensitively when children find it difficult to manage their emotions, helping them to feel calm, reassured and ready to engage in play. They make thoughtful adaptations for children with special educational needs and/or disabilities and those who face other barriers to participation, tailoring their approach to meet individual needs. For example, staff use familiar routines, clear instructions, visual prompts, movement breaks and quiet spaces, where appropriate. These adaptations help children to regulate their emotions, feel secure and participate successfully alongside their peers.

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Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are at the heart of leaders' practice. Leaders and staff have created an inclusive environment where every child is welcomed, valued and supported to participate fully. They take time to understand children's individual needs, interests and backgrounds, enabling them to make appropriate adaptations that promote children's emotional security and sense of belonging.

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Children's welfare and wellbeing Expected standard

Overall, leaders and staff promote healthy lifestyles through daily routines and planned activities. They typically provide parents and carers with guidance on preparing healthy packed lunches and encourage them to include nutritious options. Staff also promote hydration, particularly during hot weather, by reminding children to drink water regularly and ensuring that water bottles are readily available throughout the day. Children wash or sanitise their hands before eating and enjoy a healthy snack, such as fresh fruit, helping them to understand the importance of hygiene and making healthy food choices. However, leaders have not fully considered how to promote healthy screen use. When children arrive, staff do not consistently help them to understand the importance of balancing screen time with other experiences. For example, some older children access computer games immediately on arrival, while younger children spend time watching them play. Staff do not

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Children's welfare and wellbeing Expected standard

consistently use these opportunities to encourage children to choose active play or discuss the importance of limiting screen time.

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Leadership and governance Expected standard

Leaders have established a welcoming and inclusive provision where children and families are valued. They work effectively with parents, carers and the host school to share relevant information, ensuring continuity in children's care, learning and development. Leaders have a secure understanding of the needs of their community and take proactive steps to reduce barriers to participation. For example, they respond flexibly to changing circumstances, helping to ensure that families can continue to access the provision when needed. Leaders demonstrate a clear vision for the future of the setting and are committed to continuous improvement. They accurately identify priorities for development and implement plans to strengthen practice. For example, leaders have identified the need to extend opportunities for children to learn about diversity and the wider world, helping to ensure the curriculum continues to reflect the backgrounds and experiences of children and families

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Leadership and governance Expected standard

who attend. Leaders have also recognised the need to further develop the key-person system to strengthen relationships with children and families and enhance continuity of care even further.

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Leadership and governance Expected standard

Overall, leaders ensure that staff complete the mandatory training required to carry out their roles safely and effectively. Staff also access additional professional development through an online training platform and training provided by the local authority. Leaders place a firm emphasis on supporting staff's workload and wellbeing through regular check-ins, an open- door culture and flexible support where needed. They have introduced supervision arrangements to promote professional development. However, these are not yet consistently focused on coaching staff to refine practice, address areas for development and build on individual strengths. As a result, opportunities to strengthen practice and drive continuous improvement across the setting are not fully maximised.

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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 happy and eager to attend the holiday club. They excitedly talk to their parents and carers about the activities ahead, demonstrating that they look forward to attending and feel positive and secure in the setting. Children typically follow the well- established arrival routine, putting away their belongings and quickly engaging in self- chosen play. For example, they independently remove their shoes before excitedly making their way to the bouncy castle. Children generally benefit from regular outdoor play and take part in a range of activities that support their physical development and overall wellbeing. For example, they particularly enjoy using the club's play bus, which provides opportunities for active soft play. This helps children to develop their balance, coordination and physical confidence.

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

Children benefit from a rich programme of experiences, with a different visitor or specialist activity offered each day. These include birds of prey encounters, judo sessions, dance workshops and visits from artists. These varied experiences broaden children's interests and introduce them to new skills and experiences that they may not otherwise have access to.

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

Children form warm, trusting relationships with staff, who know them well and respond sensitively to their individual needs. Children and their families are warmly welcomed, and staff value the information that parents share. Children with special educational needs and/or disabilities, and those facing other barriers, receive support and precise adaptations that help them to take part in activities alongside their peers, build relationships and feel included.

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

Overall, children enjoy a broad range of play opportunities that reflect their interests, preferences and stages of development. Staff thoughtfully organise the environment to meet the needs of younger children, providing age-appropriate resources and equipment that enable them to participate safely and confidently alongside older children. Children typically behave well and develop positive attitudes towards others. Younger children play happily

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Address:

Nine Mile Ride Primary School 430 Finchampstead Road, Finchampstead Wokingham RG40 3RB

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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:

Register(s): EYR, CCR, VCR with and alongside older children, who model kindness, cooperation and consideration, helping to create a highly inclusive and respectful environment.

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Next steps

Leaders should ensure that staff consistently help children to understand healthy lifestyles, including the importance of balancing screen time with active play, so they develop positive, lifelong habits that support their health and wellbeing. Leaders should further develop coaching and supervision arrangements to provide targeted support, strengthen staff practice and drive continuous improvement across the setting.

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About this inspection

The inspector spoke with leaders, staff, children, parents and carers 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. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 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

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

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