Complete St Pauls

Complete St Pauls

Unique reference number (URN): 2774199 Address: St. Pauls C Of E Infant School, West Ring, The Cardinals, Tongham, Farnham, GU10 1EF Type: Childcare on non-domestic premises Registered with Ofsted: 22/01/2024 Registers: EYR, CCR Registered person: Complete Coaching Associates 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 Strong standard

Leaders have established effective systems to promote positive behaviour, attendance and engagement. They recognise the varying needs and ages of children attending the provision and ensure activities are flexible and can be adapted or extended to meet individual interests, abilities and circumstances. Clear routines and expectations help children understand what is expected of them and contribute to a calm, purposeful environment.

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Behaviour, attitudes and establishing routines Strong standard

Children demonstrate positive attitudes and participate enthusiastically in the wide range of activities on offer. They collaborate effectively with their peers and take part in a variety of games, including 'Duck, Duck, Goose' and a sport-themed questioning game that encourages children to think critically and communicate their ideas. Through these experiences, children develop key skills such as turn-taking, cooperation, problem-solving and respectful listening. As a result, children show confidence and resilience, enjoy social interactions and make positive contributions to group activities.

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Behaviour, attitudes and establishing routines Strong standard

Practitioners are highly responsive to children's individual needs and adapt their approach accordingly. Positive and nurturing relationships help children to feel safe, valued and motivated to participate. Practitioners are consistently on hand to support children during activities, providing encouragement and guidance at appropriate moments. For example, when a child was completing a craft activity, a practitioner supported them by holding their creation while the glue dried, enabling the child to remain engaged and successfully complete the activity. Such responsive interactions helps children develop perseverance, confidence and a positive attitude towards challenge.

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Behaviour, attitudes and establishing routines Strong standard

A culture of kindness, respect and collaboration is evident throughout the setting, with children and practitioners showing genuine care and consideration for one another. During the transition to a new space, leaders have carefully reviewed arrangements to ensure the environment remains welcoming, supports established routines and promotes a clear sense of belonging for all children.

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Inclusion Strong standard

Practitioners create a warm, inclusive environment where all children are valued and supported to participate fully. Practitioners know children well and have a clear understanding of their individual needs, interests and personalities. They provide choice, flexibility and personalised support to help children feel safe, calm and confident in the setting. Practitioners respond sensitively to children's emotional and developmental needs, adapting their approach to remove barriers to participation and promote positive engagement. As a result, children feel secure, develop positive relationships and enjoy attending the provision.

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Inclusion Strong standard

Practitioners are particularly skilled at recognising when children require additional support and take timely action to help them succeed. For example, for children who find transitions challenging and are reluctant to participate in a group activity, practitioners draw on children's interests and join them in play before gently encouraging them to engage with

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Expected standard

their peers. This responsive and child-centred approach helps children to feel settled and regulated, enabling a confident transition into activities. Such practice reflects the setting's commitment to inclusion, ensuring each child receives the individualised support they need to flourish.

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Leadership and governance Strong standard

Leaders demonstrate a clear ambition to develop and continually improve the provision. They have an accurate understanding of the setting's strengths and areas for development and use this knowledge to identify priorities for improvement. Leaders are reflective and responsive to feedback, using this effectively to inform decision-making and future planning. For example, following recent changes to the environment, leaders have identified opportunities to further refine some routines and procedures and have already begun reviewing mealtime arrangements, food preparation routines and care practices. This reflective approach is intended to ensure these aspects of the provision continue to run smoothly, maximise children's involvement and further promote their independence.

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Leadership and governance Strong standard

A clear commitment to inclusion and positive outcomes for all children is evident throughout the setting. Leaders have implemented robust procedures to support safeguarding, inclusion and early intervention, working effectively with parents, the school and other professionals to ensure children receive appropriate support when needed. As a result, children and families benefit from a coordinated and responsive approach.

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Leadership and governance Strong standard

Practitioners report feeling well supported, valued and informed. Opportunities for training and professional development help to strengthen practice, while practitioner wellbeing remains a priority. Leaders demonstrate a commitment to meeting the needs of families through a flexible booking model and are actively improving the accessibility of information by updating the setting's website to make it more parent-friendly and easier to navigate.

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Leadership and governance Strong standard

Positive partnerships with parents ensure communication is effective and families remain actively involved in their children's experiences. Leaders continually review and adapt arrangements where required. This is particularly evident during the current building works and changes to room locations, where risk assessments are regularly reviewed and updated to ensure children's safety, wellbeing and continuity of experience remain a priority.

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Children's welfare and wellbeing Expected standard

Positive and nurturing relationships between children and practitioners are evident throughout the provision. Practitioners know children well and create a warm, home-from- home environment where children feel comfortable, secure and happy to attend. Responsive interactions support children's emotional wellbeing, helping them to build confidence, develop a sense of belonging and form trusting relationships with practitioners and their peers. Children's health and safety are promoted effectively. Clear hygiene practices are embedded within daily routines, with children independently washing their hands and accessing drinking water throughout the session. Children are familiar with key routines, including toileting arrangements, which supports their independence and self-care skills.

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Children's welfare and wellbeing Expected standard

Practitioners encourage children to develop an understanding of risk and how to keep themselves safe. Children have regular opportunities to engage in outdoor play and exploration, where they can take appropriate risks within a well-managed environment. Practitioners sensitively challenge children to extend their thinking while remaining mindful of safety considerations. For example, when children were using the mud kitchen and climbing equipment, practitioners encouraged them to assess risks, make safe choices and develop confidence in their own abilities whilst offering encouragement and praise.

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Children's welfare and wellbeing Expected standard

Practitioners are responsive to individual needs and ensure children feel valued, understood and included. While children have access to healthy snacks and drinks, opportunities for them to make choices and take an active role in snack and mealtime experiences are limited. As a result, children do not consistently develop their understanding of healthy lifestyles and healthy choices through everyday routines.

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

Children are happy, confident and settled when attending the provision. They have developed warm and trusting relationships with practitioners, which helps them feel secure

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Inspector:

Vanessa Conroy-Dangerfield to explore the environment, take part in activities, play games and follow their own interests. Practitioners know children well and create a welcoming atmosphere where children feel valued, listened to and supported.

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Inspector:

Positive attachments between children and practitioners are evident throughout the setting. Children interact positively with practitioners and their peers, demonstrating confidence in seeking support, sharing ideas and participating in the wide range of experiences available. Children spoke positively about their time at the club, describing it as a place where they feel happy and enjoy spending time with friends.

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Inspector:

The provision has developed a constructive partnership with the school, helping to ensure a seamless transition from the classroom to the after-school environment. Effective communication between school and club practitioners enables children's individual needs and wellbeing to be consistently supported throughout the day, helping them settle quickly and feel secure.

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Inspector:

Parents' views reflect these positive experiences. One parent commented that their child is often keen to attend at short notice because they enjoy the club so much. Leaders have worked hard to create an environment where children feel that attending the club is not simply a necessity, but something they genuinely look forward to. As a result, children are relaxed, engaged and enthusiastic participants who benefit from a nurturing environment that promotes their wellbeing, friendships and enjoyment.

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Next steps

Provide more opportunities for children to make choices about healthy foods and become actively involved in snack and mealtime experiences to strengthen their understanding of healthy lifestyles.

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About this inspection

The inspector spoke with leaders, practitioners, parents, grandparents 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:

St. Pauls C Of E Infant School West Ring, The Cardinals, Tongham Farnham GU10 1EF

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Complete Coaching Associates Limited

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Address:

Operating hours: 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

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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