In2Care @ Fox HillOfsted report card, 18 Sept 2026

In2Care @ Fox Hill

Unique reference number (URN): 2849523 Address: Fox Hill Primary School, Pondmoor Road, Bracknell, RG12 7JZ Type: Childcare on non-domestic premises Registered with Ofsted: 08/07/2025 Registers: EYR, CCR, VCR Registered person: In2Care Ltd

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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 Expected standard

Leaders and staff set calm and consistent expectations for children. Staff help children understand what happens when they arrive, how snack time works and how to move safely between indoor and outdoor activities. Children respond well to reminders. For example, staff remind them to sit safely while eating, clear away after snack and move safely around the club.

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Behaviour, attitudes and establishing routines Expected standard

Staff support younger children and those who need extra help to follow the same routines as their peers. Younger children receive practical help to choose snack, pour drinks and join activities. Older and more confident children are encouraged to be independent, such as setting up games they have chosen. Staff use outdoor play to help children release energy after the school day. They also use agreed strategies to support children who need help to manage their behaviour.

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Behaviour, attitudes and establishing routines Expected standard

Staff monitor attendance through the online system and check with the school when children do not arrive as expected. This helps to keep children safe. Staff introduce expectations calmly and children respond to these reminders. However, leaders and staff have not yet secured the same consistency across all parts of the session. This means children sometimes rely on staff direction rather than following routines independently.

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Children's welfare and wellbeing Expected standard

Staff know children and support them to settle after the school day. Younger children receive practical help with snack routines, drinks and activities. Staff provide outdoor play so that children can be active and release energy after school. Children take appropriate risks outside. Staff supervise this well and keep children within the gated garden when this is the safer option.

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Children's welfare and wellbeing Expected standard

Staff understand children's health and care needs. They know about allergies, dietary requirements and where emergency medicines are stored. Leaders have considered updated guidance about allergies and emergency medicine. This helps staff to respond to children's medical needs appropriately.

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Children's welfare and wellbeing Expected standard

Children have positive relationships with staff, who respond calmly when children need reassurance or help. Leaders have key-person arrangements for early years children to support continuity of care. At the start of term, some everyday routines are still being established. For example, handwashing is not yet consistent. Staff remind children to wash their hands and use hand sanitiser where needed. Children do not yet follow these routines as independently as they could.

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Inclusion Expected standard

Leaders and staff work with parents and carers and the school to understand children's individual needs. They use the information they receive to identify where children may need extra help and adapt their support. Staff keep the same expectations for children while providing additional practical help when needed. This helps children to take part in the club alongside their peers.

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Inclusion Expected standard

Staff adapt their approach to meet children's individual needs and circumstances. For example, they use agreed strategies to help children manage their behaviour and feelings. Leaders arrange training to develop staff's knowledge of supporting children with special educational needs and/or disabilities (SEND) and behavioural needs. This helps staff to respond to children's needs and support their participation in the club.

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Inclusion Expected standard

Leaders make appropriate use of information from school handovers, parent information and staff knowledge of the children. They use this to reduce barriers for children with emerging needs, children with SEND and children who may find the transition from school to the club more difficult.

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Leadership and governance Expected standard

Leaders have systems in place to oversee the day-to-day running of the club. They maintain regular contact with staff through meetings and weekly updates. New staff receive induction and support to understand the club's routines, safeguarding procedures and their responsibilities. Leaders also arrange training in response to the needs of the children attending, including training about special educational needs and/or disabilities and behaviour.

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Leadership and governance Expected standard

Leaders consider the experience and skills of staff when organising the team. They adjust staffing arrangements as the number and needs of children change. Leaders use information from parents and carers and maintain appropriate links with the school to support children. Parents value the online booking arrangements and the information they receive about their children's time at the club.

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Leadership and governance Expected standard

However, leaders' oversight has not yet secured fully consistent routines across the session. Leaders have identified the start of term as a key point for re-establishing expectations, but staff practice is not yet consistent enough in every routine. As a result, children do not always manage daily routines independently.

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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 welcomed into the club and settle after their school day. They choose how to spend their time from creative activities, games and outdoor play. Children ask for activities they enjoy, such as badminton, and help to set these up. They also have opportunities to be physically active outside, including playing ball games. This helps them to release energy and settle into the club after school.

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

Children of different ages play alongside each other and are included in the club routines. Younger children receive extra help when they need it. For example, staff help them to make

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Address:

Fox Hill Primary School Pondmoor Road Bracknell RG12 7JZ choices at snack time, pour drinks and join activities. Children who need additional support benefit from information that staff gather from parents, carers and the school. Staff use this information to make suitable adaptations so that children can take part alongside their friends.

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Address:

Children respond positively to the calm and consistent expectations that staff set. They learn to sit safely while eating, clear away after themselves and move safely between activities. Children enjoy positive relationships with staff, who respond to their individual needs and provide reassurance when needed. Staff use systems to check attendance and follow up when children do not arrive as expected. However, because routines are being re- established at the start of term, children still need adult reminders to help them manage parts of the day confidently.

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Next steps

Leaders should strengthen daily routines across the session, so that children become more independent in managing their own needs.

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About this inspection

The inspector spoke with leaders, staff, school headteacher and a parent 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. Type: Childcare on non-domestic premises

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About this inspection

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:00 - 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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