All Saints Tilford Wraparound Care

All Saints Tilford Wraparound Care

Unique reference number (URN): 2834334 Address: All Saints C Of E Infant School, Tilford Road, Tilford, Farnham, GU10 2DA Type: Childcare on non-domestic premises Registered with Ofsted: 17/03/2025 Registers: EYR, CCR Registered person: Wollah Wollah 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 Expected standard

Leaders have robust systems in place to ensure children are accounted for. They ensure staff communicate daily with parents and carers, the school and nurseries. Staff establish simple routines at the club which are easy for children to follow. Children new to the club who appear a little unsure about what to do, quickly settle as staff give them simple guidelines and lots of reassurance. They follow their friends who confidently know where to put their coats and bags and choose what to play with. All children are keen to explore the many activities on offer.

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Behaviour, attitudes and establishing routines Expected standard

Relationships between staff and children are warm and respectful. Typically, children behave well. They listen to staff and help to tidy up when it is time to go outside. They hold polite debates about whether the new trim trail has been decided upon yet and proudly talk about roles they have taken up at school, such as being an art councillor. Children listen politely as others speak and are interested in others' ideas. For example, as children wait for tea, they play a 'would you rather' game and consider the question 'would you rather have a pet dragon or a pet dinosaur'. Children confidently share their ideas about whether they would prefer a pet dragon or a pet dinosaur and why.

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Children's welfare and wellbeing Expected standard

Staff have developed professional relationships with the children's teachers and nursery key staff. They drop off and collect children safely and gather information about the children's day, which helps to support children's emotional wellbeing. Staff also move children safely around the school building; they carry out regular head counts and ensure external doors are secure. Children express that the staff help to keep them safe. Staff help children to learn about safe play. For example, before playing on the equipment outside, staff ask children to tell them about the rules. Children confidently explain that they should not climb up the slide and when sliding down the firefighter pole, they need to look below first to make sure no one is underneath.

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Children's welfare and wellbeing Expected standard

Leaders have recently supported staff to complete allergy training, so that they are familiar with statutory allergy safety requirements for schools that have recently come into force. In general, staff supervise children well during mealtimes to keep them safe. However, at busy times, staff sometimes deal with tasks that don't require all of them to manage, which impacts on how closely they can support and interact with children.

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Children's welfare and wellbeing Expected standard

Staff are nurturing and provide an environment that acknowledges children's likes and dislikes and supports their inclusion. They promote positive hygiene before meals as well as healthy food choices. Staff provide ample opportunities for children to benefit from fresh air and develop their physical skills. Children spend much of their afternoon outside, playing on the large-scale equipment and being challenged by games the staff plan for them. For example, they develop hand-eye coordination as they throw small beanbags into hoops and aim for different hoops each time.

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Inclusion Expected standard

The provider demonstrates a positive approach to promoting the inclusion of all children into their clubs, and actively share and encourage this approach with the club leaders and staff. For instance, staff work with the host school to support families and children with barriers to their learning and attendance by offering spaces at the club, to encourage children into school. The provider has implemented a flexible booking system that supports the needs of the families that attend the club. This helps children attend regularly and benefit from the activities and experiences on offer.

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Inclusion Expected standard

Leaders gather information from parents and carers to help them identify any children with special educational needs and/or disabilities and those with other barriers to their learning. Staff are confident that they would know who to seek advice and support from if they become concerned about a child's development and/or wellbeing. Staff work well with teachers from the school to provide additional support to children at the club. For example, when teachers share that certain children might need extra help using scissors, club staff plan activities to provide children with more opportunities to practise cutting. Staff have established good initial relationships with local nursery providers, where children younger than reception class age range also attend. However, they do not consistently share detailed information about the support being offered, to guide the opportunities they provide for the youngest age group.

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Leadership and governance Expected standard

The provider has robust strategies in place to ensure their clubs have suitable and knowledgeable staff. They place high priority on their staff's wellbeing, and staff report that they feel valued and supported in their roles. The provider ensures that all staff receive mandatory training, as well as additional courses that enhance outcomes for children. Overall, the provider reflects well, for example, by engaging younger staff in training by making it more accessible on smart phones. Practice is often reviewed. For instance, reading used to form a key part of the session but staff found that some children struggled with this as part of the routine. Now, reading is optional, but many children are still seen to enjoy books and stories. Leaders have not yet fully evaluated the snack time routine or considered how they can start sharing more detailed information about the support being offered to nursery children.

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Leadership and governance Expected standard

Leaders and staff build effective relationships with parents and carers. As such, parents speak very highly about the club. They comment on how their children love attending and that the staff provide a supportive and friendly environment. Parents appreciate how well the staff make use of the outside space and say that communication is good.

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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 warmly welcomed to the club by enthusiastic and friendly staff who are pleased to see them. Children attend regularly. Those children who have attended the club for a while show they are confident and trust the staff who care for them. As a result, those who are informed at short notice that they have been booked into the club, rather than going home, are unfazed at the change of plan and eagerly join their friends. The children are familiar with the routine and happily support newer children to learn where things are and what to do.

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

Children benefit from staff who plan an interesting range of activities to enable them to relax and have fun after a busy day at school. The outdoor space is used very well and children thoroughly enjoy running around freely. They show good imagination as they play with unicorn toys in a tray with water, leaves and construction items. They busy themselves building with construction bricks and use the climbing frame and slide confidently, showing good physical skills. Children are keen to join in a scavenger hunt and search for items hidden around the grounds. Older children kindly help their younger siblings as they check what they have found and what they still need to look for.

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

Staff have developed effective partnerships with the host school and support children with special educational needs and/or disabilities and those facing other barriers to their learning. They are continuing to build partnerships with local nursery providers, where children younger than reception class age range attend. Where needed, staff adapt activities to ensure all children are included in all aspects of the club. This supports children's self- esteem and wellbeing. Children are supported to behave well and they benefit from staff's

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Address:

All Saints C Of E Infant School Tilford Road, Tilford Farnham GU10 2DA

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Wollah Wollah Limited

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Address:

Register(s): EYR, CCR clear and consistent expectations. Staff ensure that children are taken to and from to their classrooms and nurseries safely and accounted for each day.

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Next steps

Leaders should strengthen the organisation of mealtimes so that staff can provide consistent supervision, without being distracted by other routine tasks. Leaders should further develop the partnerships being established with other settings that children younger than those in the reception class age range also attend, to start sharing more detailed information about the support being offered.

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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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About this inspection

The inspector spoke with leaders, practitioners, children, parents and carers during the inspection. Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:40 - 08:40,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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