Westerhope Wraparound Care at Waverley Primary School

Primary School

Unique reference number (URN): 2851889 Address: Waverley Primary School, Maple Close, Newcastle Upon Tyne, NE15 7QZ Type: Childcare on non-domestic premises Registered with Ofsted: 18/07/2025 Registers: EYR, CCR, VCR Registered person: Westerhope Wraparound Care 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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Behaviour, attitudes and establishing routines Strong standard

Leaders and staff have created an extremely positive environment at the club, which helps children to thrive. All children receive support from staff to behave extremely well. Staff praise children consistently for their positive behaviour. Children demonstrate an excellent understanding of how to play cooperatively with their friends, share and take turns. They solve differences in opinions amicably and independently. For instance, when children disagree if an animal is an elephant or a woolly mammoth, they agree that it could be either and they are all correct.

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Behaviour, attitudes and establishing routines Strong standard

Children's behaviour and attitudes are excellent. They are very engaged in their play. This is because staff provide resources that follow their interests and are very effective play partners. Older and younger children play harmoniously together. They demonstrate respectful relationships with each other and staff. Older children are very kind to those younger than themselves. They happily involve them in their play, such as when playing football outdoors. Staff respect children's views. For instance, when children ask for 'five more minutes' to finish their game, staff happily adapt the routine to accommodate their requests.

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Behaviour, attitudes and establishing routines Strong standard

Staff consistently model lovely manners, which children copy. Children follow instructions and are very willing to help. For instance, children delight in offering to help staff wash the dishes after their snack. Staff give children constant praise and encouragement. Children show pride and high levels of self-esteem, such as when they complete a trickier jigsaw. Staff sensitively adapt their instructions and break them down into smaller steps for younger children and children with special educational needs and/or disabilities. This helps all children to follow staff's high expectations very successfully.

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Behaviour, attitudes and establishing routines Strong standard

Leaders monitor children's attendance in conjunction with the staff at the on-site school. The work closely with parents and carers if children do not attend as planned. Leaders take time to understand each families' context and put plans in place to remove barriers. For example,

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Expected standard

they have offered discounted sessions and explore additional sources of funding to help disadvantaged children attend.

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Inclusion Strong standard

Leaders and staff show a consistent commitment to inclusion across the club. The club is truly inclusive and welcomes all children. Staff are dedicated to meeting all children's needs and overcoming any barriers they may face. Excellent partnerships with parents and carers help staff to have an in-depth knowledge of children and their families. This helps them to identify and address any concerns about children's engagement and wellbeing very quickly.

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Inclusion Strong standard

Staff work very closely with staff in the on-site school and other professionals to support children with special educational needs and/or disabilities and disadvantaged children. For example, they share care plans to meet children's medical needs closely. Leaders make sure that staff receive training from nursing staff to support children's medical needs. They have emergency medical plans in place for children that need them, which staff understand very well.

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Inclusion Strong standard

Staff take very quick action to help children to overcome any barriers they face. They skilfully adapt their interactions and resources to meet children's different needs. For instance, staff identify children who may become overwhelmed at busier times in the club. They provide quiet and cosy areas, tents and ear defenders to help children to cope with any sensory difficulties. Children who need additional support to manage their behaviour benefit from fidget toys and boxes filled with resources to help them to regulate their emotions.

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Inclusion Strong standard

Leaders work closely with school staff to identify children who are disadvantaged or receive additional funding, such as early years pupil premium funding. Through these close partnerships, staff complement children's learning in school and develop their experiences further. For instance, staff provide social mealtimes, books to encourage a love of reading and develop children's understanding of how to stay safe when using the internet at home. They also provide support to children to carry out their homework from school.

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Children's welfare and wellbeing Expected standard

Leaders have clear procedures in place to keep children safe. For example, staff make sure that they sit opposite children when they are eating. Staff adapt their practices for children with allergies and dietary needs. They make sure that food for these children is stored and prepared separately to protect children's health. Staff support children to understand how to keep themselves safe. For instance, they make sure that children's water bottles are in easy reach. Staff remind children regularly to drink water to stay hydrated. However, leaders have not considered how to support staff to expand on the selection of foods they offer children to provide a more balanced and nutritious snack. This does not consistently help children to understand the importance of following a healthy diet and the benefits of this. Overall, staff encourage children's independence. Younger children wash their hands independently and learn to spread butter and jam on their toast. Children have daily

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Children's welfare and wellbeing Expected standard

opportunities to play outside in fresh air. Children develop their physical skills. They have lots of opportunities to run, practise kicking and chasing balls and throw and catch balls. Younger children excitedly enjoy chasing and popping bubbles outside, using a range of physical movements. Staff meet children's care needs very sensitively. They work alongside school staff to support toileting programmes for younger children. Staff respect the dignity and privacy of all children.

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Leadership and governance Expected standard

Staff comment that they very much enjoy working at the club and feel very appreciated by leaders. They state that leaders are extremely supportive of their workload and wellbeing. Staff appreciate the regular communication from leaders, such as through a team chat on an online app. They comment that leaders are always available and approachable to give them support.

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Leadership and governance Expected standard

Leaders have a clear oversight of the club. The regularly drop in and give staff informal feedback about their practice. Leaders test staff's knowledge of statutory requirements through scenarios and questioning. They ensure that staff attend all statutory training to keep children safe. Leaders support new staff through robust induction procedures and apprenticeships. However, they have not yet focused support and professional development opportunities on enhancing staff's practice and individual skills even further. Leaders recognise this. They have plans to cascade the knowledge they have learned from gaining playwork qualifications to all staff, although they have not started to implement this yet. This means that staff do not currently have consistent opportunities to extend their knowledge and practice more precisely.

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Leadership and governance Expected standard

Relationships with other professionals and the on-site school are very positive. Staff liaise well with school staff to share information to meet children's individual needs. There are very effective partnerships with parents and carers, who are very positive about the service the club provides. Parents comment their children are excited to attend the club and there are lots of activities to engage them. They appreciate the secure booking system and the flexibility the club provides. This reflects the excellent partnerships leaders and staff build with families and the wider team. Staff share lots of information with parents verbally at pick up times about their children's activities and experiences in the club.

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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 very happy, settled and enjoy coming to the club. They show excitement to attend the club, when staff collect them from their classrooms at the on-site school. Children are eager to chat with staff and share their experiences of the day. They benefit from warm, caring and sensitive staff. This helps children to feel secure and have close attachments with staff, who know them well. For instance, when children who are new to the club are interested in superheroes, staff make sure to provide resources that reflect this interest. This helps these children to become immersed in their play and settle quickly. Children know

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Inspector:

their views are important. They receive encouragement to make choices and leaders incorporate their requests into the club. For instance, when children ask for skateboards in the outdoor area to play on, leaders make sure to purchase and provide these for children.

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Inspector:

Children play in a very enabling environment in the club. They benefit from a wide range of play opportunities, indoors and outdoors. Children enjoy playing with resources that are appropriate for their ages and stages of development. They practise turn-taking and sharing when they play board games with staff. Children show determination and try hard to complete jigsaws. Children demonstrate their imaginations as the explore play dough, making pretend food. Younger children make marks outdoors on the yard with chunky chalks. Children have lots of time and space to practise skills that complement their learning at school. Conversations flow freely throughout the club. Children know they are valued as staff follow their thoughts and ideas as they play.

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Inspector:

Children benefit from predictable and well-embedded routines in the club. This helps them to have a deep understanding of what to expect. For example, children independently know that they wash their hands as they come into the club and immediately sit for their snack. They take their plates back to the snack area to scrape without prompting. This contributes to the very calm, smooth and harmonious atmosphere in the club. Children benefit from a highly effective key-person system. Staff know their key children very well. They act swiftly in response to children's changing needs and circumstances, such as emerging medical needs. Some staff also work in the on-site school, which helps to provide further continuity in the care children experience.

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Next steps

Leaders should support staff to help children to develop their understanding of the importance of a healthy diet. Leaders should focus support and professional development for staff more precisely on enhancing their individual practice even further.

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About this inspection

The inspector spoke to leaders, staff, parents and carers, children and the headteacher of the on-site school 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. Melanie Vincent

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Address:

Waverley Primary School Maple Close Newcastle Upon Tyne NE15 7QZ

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Westerhope Wraparound Care Partnership

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Monday,Tuesday,Wednesday,Thursday : 15:30 - 17:45,Friday : 14:15 - 17:00

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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. 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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