4 Community Trust Hurst Road

4 Community Trust Hurst Road

Unique reference number (URN): 2857528 Address: Community Centre, Hurst Road, SMETHWICK, B67 6ND Type: Childcare on non-domestic premises Registered with Ofsted: 08/08/2025 Registers: EYR, CCR, VCR Registered person: 4 Community Trust Community Interest Company

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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 an in-depth understanding of the children and families who use the club. They are diligent in identifying the barriers children may face and precisely consider what each child needs to be fully included. Leaders work closely with families, schools and other professionals to build a detailed picture of children's needs before they attend. They carefully consider when one-to-one support is needed while ensuring that this does not limit children's independence. Staff are trained in how to use play resources and activities purposefully to help children who face barriers to their emotional wellbeing explore their emotions, relationships and experiences. Leaders ensure that play is used sensitively to help children make sense of difficult feelings or changes in their lives.

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Inclusion Strong standard

Leaders are particularly ambitious in how they use and seek funding to overcome disadvantage. They actively research funding opportunities and consider what children may not otherwise have the chance to experience, both at the club and within their local community. Funding has enhanced the outdoor provision. This includes the creation of different zones where children can be active, explore and find quieter spaces that support their emotional wellbeing. Leaders have accessed funding to enable families to access experiences during school holidays, such as visits to a zoo, without cost being a barrier. This deeply embedded commitment to inclusion extends beyond children's attendance at the club and provides children and families with opportunities they may not otherwise have.

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Inclusion Strong standard

Leaders provide parents and carers with free access to a wide range of training and resources to help them understand and support the barriers their children may encounter. This includes specific support for families of children with special educational needs and/or disabilities, such as supporting children with big emotions. Leaders use their knowledge of individual families to signpost parents to the most relevant support when difficulties arise. Leaders' actions strengthen the support that children receive beyond the club.

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Behaviour, attitudes and establishing routines Expected standard

Leaders generally establish clear expectations for children's behaviour and routines. Children form positive relationships with staff and each other. They play cooperatively, confidently make choices and invite others into their play. Staff skilfully adapt their responses for children who face barriers to their wellbeing.

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Behaviour, attitudes and establishing routines Expected standard

Children have a genuine say in the club. They help to agree rules and understand expectations, such as listening to others, sharing resources and tidying away. Staff consider individual needs when supporting behaviour, and understand that some children who face barriers need different approaches to help them manage their emotions and participate successfully. While routines are generally understood, staff expectations are not always fully reinforced. This is mostly evident at mealtimes, where children do not always receive clear messages about the routines and behaviours expected of them.

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Behaviour, attitudes and establishing routines Expected standard

Staff engage successfully with children and help them remain interested and excited about the resources and experiences available to them. They join children's play sensitively, talk with them about their ideas and help them to develop these further without taking over. Children confidently choose what they want to do, sustain their play and invite others to join them.

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Behaviour, attitudes and establishing routines Expected standard

Leaders follow up absences with families and look for any emerging patterns, including when families access funded places.

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Children's welfare and wellbeing Expected standard

Leaders generally provide effective arrangements to support children's welfare and wellbeing. Staff build close and trusting relationships with children. They know children well, notice changes in their emotions and provide reassurance and support when needed. This helps children to feel safe and secure.

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Children's welfare and wellbeing Expected standard

Leaders consider children's physical and emotional wellbeing when organising the provision. Staff provide plenty of opportunities for children to be active and make effective use of the outdoor environment. They also provide quieter spaces, including a sensory cabin, where children can relax and process their emotions. Staff understand the individual needs of children who face barriers to their wellbeing and precisely tailor the care and support they provide.

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Children's welfare and wellbeing Expected standard

Leaders provide children with nutritious food, including produce grown at the club. They make sure that drinking water is readily available. Staff supervise children carefully while they eat, and encourage healthy choices. However, established hygiene routines are not consistently embedded in daily practice. In particular, staff do not always reinforce the expectations around handwashing routines. As a result, children do not consistently develop an understanding of healthy hygiene practices and how these help to minimise the spread of germs.

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Leadership and governance Expected standard

Leaders have a clear understanding of the club and are proactive in identifying where they can make improvements. They have recently strengthened the management of systems and procedures. Leaders have also reviewed how the day is organised and how staff are deployed. These changes have contributed to a reduction in behaviour incidents and accidents. Leaders continue to consider how they can develop the club further. Their ongoing development of the outdoor provision focuses on giving children greater choice, responsibility and opportunities to direct their own play.

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Leadership and governance Expected standard

Leaders invest in staff and make effective use of their individual skills and expertise. They provide regular supervision and identify training that helps staff develop their practice. Staff benefit from support to gain further qualifications. Leaders also consider staff wellbeing and workload. For example, they have introduced online systems and provide additional planning time to make routine tasks more manageable. Leaders establish close partnerships with parents and carers and the wider community. They provide families with free access to online training and resources, including support with online safety and children's additional needs. Leaders also work with schools and the local authority to provide continuity for children and identify additional support and opportunities for families.

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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 are happy, confident and at ease at this out-of-school club. They arrive knowing that their ideas matter and that they have a say in how they spend their time. Children eagerly talk about themselves, share their interests and decide what they would like to play with. Children become absorbed in play that develops from their own ideas. They combine construction materials with builders' tools and role-play resources, invite friends to 'fix' things with them and decide together where their play will go next. Outdoors, this independence continues. Children can use loose parts to create obstacle courses and build together in the sand. They transform riding trikes into imaginative games, taking on roles, such as by directing their friends with 'stop' and 'go' signs.

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

Children enjoy experiences that help them find out about the world around them. They grow and harvest their own produce and decide how they want to use it. For example, children pick beetroot from the allotment and decide to make beetroot brownies. They collect eggs from the club's chickens to use in their cooking.

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

Children who face barriers to their learning and/or wellbeing are fully understood and included. Their individual needs are precisely considered. Their interests, preferred ways of communicating and emotional needs are central to the arrangements made for them. Children who have barriers to their communication can express their choices and needs throughout the day using communication cards.

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

Children feel safe and secure, and develop close relationships with staff and each other. Overall, they understand the club's rules and boundaries. Children learn to take responsibility, help to tidy away and generally understand what is expected of them. They benefit from regular attendance. When their school hours vary, arrangements are adapted so that they can continue to attend the club and benefit from familiar routines and relationships. Children also benefit from the close relationships the club establishes with their families. This helps to provide continuity for children and ensures that changes in their lives or individual circumstances are understood and considered.

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Next steps

Leaders should further embed expectations and routines at mealtimes so that children receive consistent messages about the behaviours expected of them. Leaders should strengthen established hygiene routines so that these are consistently reflected in daily practice and children develop a secure understanding of healthy hygiene habits.

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About this inspection

The inspector spoke with leaders, staff, children and parents during the inspection.

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Address:

Community Centre Hurst Road SMETHWICK B67 6ND

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: 4 Community Trust Community Interest Company

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 18:00,Saturday : 09:00 - 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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Age range of children at the time of 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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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

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

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