Castle Early Years

Castle Early Years

Unique reference number (URN): 2840851 Address: Portchester Community School, White Hart Lane, Fareham, PO16 9BD Type: Childcare on non-domestic premises Registered with Ofsted: 19/05/2025 Registers: EYR, CCR, VCR Registered person: Castle Early Birds Partnership

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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 created an open and welcoming environment for all children, where inclusive practice sits at the centre of their provision. A robust settling-in process ensures leaders gather important information about children's individual needs, backgrounds and any barriers that may affect their participation. For example, children with special educational needs and/or disabilities are invited to several sessions before they start, so that adaptations can be considered and implemented to meet their needs.

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Inclusion Strong standard

Leaders collaborate with parents, professionals and local schools to understand the strategies that children with special educational needs and/or disabilities already use, and they carefully adapt these within the club. This means that children benefit from familiar support from the beginning, helping them to settle into routines and take part fully in activities. For example, activities and resources are thoughtfully provided to support the individual needs of the children.

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Inclusion Strong standard

Staff have a secure understanding of each child's interests and needs. Leaders increase staffing ratios to provide children with enhanced interactions, targeted support and high- quality supervision. This ensures that children feel safe, valued and fully included. For example, all children participate in group activities with the other children, while being supported by their one-to-one worker. Children are fully included, develop positive relationships and enjoy meaningful experiences at the club.

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Behaviour, attitudes and establishing routines Expected standard

Staff have clear expectations for children at the club. They remind children about these expectations during welcome time. For example, children enthusiastically raise their hand to share the club rules. Staff implement a consistent routine that helps children know what is happening and when. This helps children to feel safe and secure. Children demonstrate positive attitudes and generally follow instructions, listen to adults and respond appropriately to reminders. They are kind and respectful towards one another and develop friendships across different age groups.

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Behaviour, attitudes and establishing routines Expected standard

Positive relationships between staff and children help children to settle quickly and contribute to a welcoming atmosphere. Staff provide praise and encouragement to reinforce positive behaviour and support children's confidence and self-esteem. Children who feel overwhelmed use a card system, to signal to staff that they need time to regulate.

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Behaviour, attitudes and establishing routines Expected standard

Leaders promote the importance of attendance and have effective systems in place to monitor children's arrival and follow up on absences where necessary. This contributes to children's safety and wellbeing. Staff know children well and take account of their individual needs, ages and stages of development when supporting behaviour and participation. They make appropriate adjustments for children who may need additional support to engage positively in club routines and activities. For example, children with special educational needs and/or disabilities, and/or barriers to learning, beam with delight as they participate in a group sports session.

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Children's welfare and wellbeing Expected standard

Children learn about healthy eating choices through the government-funded Holiday Activity and Food programme. They excitedly participate in making pizza and trying new foods, such as melon. Most children are happy to try, even if they do not like it. Children develop a sense of pride as they proudly consume their pizza at lunchtime. Staff generally keep children safe. However, on occasions, they do not always notice potential risk, especially in relation to younger children. When noticed, leaders assess risks and take appropriate action.

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Children's welfare and wellbeing Expected standard

Younger children are assigned key persons, who they build a secure relationship with. This enables them to settle quickly and feel part of the club. Relationships between staff and children are warm and caring. Staff know the children well and recognise when reassurance or a cuddle is needed. This supports their emotional wellbeing and self-esteem.

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Children's welfare and wellbeing Expected standard

Leaders provide a range of activities and regularly seek children's views. However, younger children are occasionally overlooked, which means that activities do not fully support their needs. For example, younger children become disengaged when waiting during cooking activities.

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Children's welfare and wellbeing Expected standard

Staff promote manners and social skills at mealtimes, as children excitedly share their holiday experiences. Safer eating and allergy guidelines are securely followed for all children.

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Leadership and governance Expected standard

Leaders have a clear understanding of the strengths of the provision and are committed to inclusion. This ensures that children with special educational needs and/or disabilities are welcomed and supported to participate fully in this club. Leaders work closely with families, school staff and external professionals to understand children's needs and make appropriate adjustments. This has enabled children who may experience barriers in other settings, to thrive within the club.

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Leadership and governance Expected standard

Leaders value staff wellbeing and workload. They are flexible when considering different working patterns and hold daily updates to ensure that all staff are aware of the children's needs. Safer recruitment and induction processes are followed. Staff understand their statutory responsibilities and have the knowledge needed to help keep children safe. However, leaders must ensure that all staff are fully updated and have a robust knowledge linked to safeguarding contact information.

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Leadership and governance Expected standard

Parents and carers speak highly of the club and value the positive experiences they offer all children. They value the flexibility and care offered in supporting different family circumstances. Parents appreciate that staff are approachable and available to discuss any questions or share information about their child. They report that their children look forward to attending the club. They feel that staff create a warm and nurturing environment for all children to achieve.

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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, confident and settle quickly into familiar routines. They greet staff warmly and move straight into play, showing that they feel secure. Children choose from a wide range of activities, crafts, sport and cookery. They keenly tidy up and are eager to start

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About this setting

their first activity of the day, including either sports or making pizza. Children have access to the school facilities and benefit from the large field to support physical development and wellbeing. The activities provide opportunities for the children to be in small groups with others of a similar age or to mix with children of different ages.

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About this setting

All children, especially those with special educational needs and/or disabilities, and/or barriers to their learning, experience new skills. Children are supported by sensitive staff to 'have a go' or seek reassurance if they become overwhelmed. Children confidently share their interests with staff and other children. They talk about topics, such as holidays, games and activities that they enjoy. Staff use these conversations to build meaningful relationships and extend children's thinking.

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About this setting

Children understand routines and respond positively to staff guidance. Staff provide reminders about expectations, such as using equipment appropriately and tidying away resources. Children enjoy attending the club and develop confidence, independence and friendships. Leaders effectively promote regular attendance by working closely with families. This ensures that children benefit from consistent staff that help them thrive in a safe, nurturing and inclusive environment.

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Next steps

Leaders should recognise potential risks when planning age- and stage-appropriate activities, to support the youngest age groups in the club. Leaders should ensure that all staff are fully updated and have a robust knowledge linked to safeguarding contact information.

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About this inspection

The inspectors spoke with the leaders, practitioners, the special educational needs coordinator, parents 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. Unique reference number (URN): 2840851

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Address:

Portchester Community School White Hart Lane Fareham PO16 9BD

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Castle Early Birds Partnership

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 08:00 - 16:30

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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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