RB Active Care Our Lady Queen of Peace Catholic Primary School

Catholic Primary School

Unique reference number (URN): 2882267 Address: Our Lady Queen of Peace RC Primary School, Bransford Road, WORCESTER, WR2 4EN Type: Childcare on non-domestic premises Registered with Ofsted: 18/01/2026 Registers: EYR, CCR, VCR Registered person: RB Active Care 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 place a clear emphasis on establishing expectations for behaviour, particularly at the start of the year as children become familiar with the club. Staff involve children in developing the rules so that they understand what is expected of them and why. At the start of sessions, staff bring children together briefly to reinforce these expectations and remind them about being kind and respectful. Staff use positive reinforcement and adapt their guidance to individual children, helping those who may face barriers to understand expectations and participate successfully.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide activities that reflect children's interests and generally support them to remain engaged and motivated in their play. However, leaders do not ensure that daily routines are organised as effectively as possible. At times, staff spend extended periods completing practical tasks. This reduces opportunities for staff to interact purposefully with children and further enhance their engagement and enjoyment.

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Behaviour, attitudes and establishing routines Expected standard

Leaders have established clear systems for monitoring attendance. Staff know which children are expected to attend and follow up with the school when a child who is booked to attend does not arrive. During breakfast club, staff establish routines that help children prepare for the school day, including tidying away together and ensuring that they are ready to leave for class on time. This helps children develop an understanding of the importance of punctuality and regular attendance.

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Children's welfare and wellbeing Expected standard

Leaders generally establish appropriate arrangements to support children's welfare and wellbeing. Staff provide children with nutritious food choices and ensure that drinking water is readily available. They follow guidance for the safe preparation of food and position children appropriately at mealtimes so that they can be supervised while eating. Staff respond sensitively when children need comfort or care. For example, they reassure children following minor accidents, provide appropriate first aid and ensure that information is shared with parents and carers. Staff take account of children's individual care and wellbeing needs and adapt the support they provide accordingly. This helps children who may face additional barriers to feel secure, included and able to participate in the club alongside their peers.

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Children's welfare and wellbeing Expected standard

However, leaders do not ensure that expectations for good hygiene are consistently embedded in everyday routines. There are times when some children do not wash their hands prior to eating. This reduces how well children develop healthy habits and understand how they can help to minimise the spread of germs.

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Children's welfare and wellbeing Expected standard

Leaders recognise the importance of physical activity to children's wellbeing and plan opportunities for outdoor play each day. However, these opportunities sometimes take place later in the session, when many children have already gone home. Consequently, not all children routinely benefit from the planned opportunities to be physically active outdoors and support their physical wellbeing.

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Inclusion Expected standard

Leaders generally promote an inclusive approach that helps children to participate well in the club. They understand how available funding can be used to support children's individual needs and reduce barriers to their participation. Leaders have established systems to gather detailed information about children's individual needs, interests, backgrounds and any potential barriers they may face. Leaders and staff work with parents and carers and the school to build their understanding of children and identify where additional support may be needed. While these systems are in place, leaders do not ensure that staff consistently gather comprehensive starting-point information for every new child so that it is available from the outset. As a result, staff know about health needs, however they do not always have an in-depth understanding of children as individuals when they first attend. This reduces how promptly they can identify all potential barriers to children's participation and

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Inclusion Expected standard

tailor their support to reduce these, including when children speak English as an additional language.

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Inclusion Expected standard

This said, staff generally adapt their approach in response to children's individual needs. They use different strategies to help children overcome barriers to participation, including communication cards to help children who may find it more difficult to express their needs and feelings.

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Leadership and governance Expected standard

Leaders have established clear arrangements to support the ongoing development of this new club. They monitor staff practice through regular visits and termly reviews, identifying priorities and setting individual targets for development. Leaders seek children's views and consider their interests when developing the provision. For example, they have invested in additional resources in response to what children particularly enjoy.

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Leadership and governance Expected standard

Leaders provide regular professional development that reflects the needs of staff and the provision. Recent training has included supporting staff with behaviour management and developing their expertise in supporting physical activity. Leaders have also focused on developing staff's confidence to use available equipment creatively and respond in the moment to support children's engagement and enjoyment.

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Leadership and governance Expected standard

Leaders give appropriate consideration to staff workload and wellbeing. They work with staff to identify any individual barriers that may make aspects of their workload more difficult to manage and make appropriate adjustments in response. This includes adapting paperwork requirements, providing additional time for training and supporting staff to manage deadlines. Staff can also access counselling and wellbeing support. Staff value this support and feel that leaders understand and respond to their individual needs.

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Leadership and governance Expected standard

Leaders establish positive relationships with parents and carers and the onsite school. They provide families with relevant information about the club and maintain ongoing communication with parents and school staff to support children's experiences across the provision.

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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 receive a warm welcome when they arrive at the club. They are greeted individually and staff take time to help those who are new to settle in. Children develop warm relationships with staff and enjoy their company. They confidently talk about what they enjoy at the club and contribute their own ideas. For example, children help to shape the club rules and identify that 'having fun' is important to them. They suggest songs for the club music playlist and share their ideas about activities they would like. Children benefit from staff who know about their individual health and care needs. Those with barriers to wellbeing are supported to feel included so they can take part alongside their friends.

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

Children quickly become absorbed in their chosen play. Some work together with large construction pieces, negotiating where pieces should go as their design develops into a two- storey castle. Others carefully design woodland bookmarks or settle with friends to play tabletop games. Children are proud to show what they can do. They apply learning from school using the craft resources that are available to them. Children sustain their interest in these activities and enjoy talking with each other as their ideas develop. Children learn how to play alongside others, share popular resources and take turns. When disagreements arise, staff help them to consider the needs of their friends so they can return successfully to their play.

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

Children enjoy being active together. When outdoors opportunities are available, they organise running races and help to design obstacle-course routes using tunnels and climbing equipment. They eagerly invite staff into their games and enjoy playing football and basketball with them.

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Address:

Our Lady Queen of Peace RC Primary School Bransford Road WORCESTER WR2 4EN

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Address:

Type: Childcare on non-domestic premises

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Address:

Registration date: 18/01/2026 Children feel safe at the club. They know the familiar expectations that help them to stay safe and take part in fire evacuation practices so they know what to do in an emergency. Secure attendance and collection arrangements help children to arrive and leave safely.

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Next steps

Leaders should review daily routines to maximise children's opportunities for purposeful interactions with staff and access to outdoor play. Leaders should embed expectations for good hygiene so that children develop healthy habits and understand how to minimise the spread of germs. Leaders should strengthen arrangements for gathering comprehensive information from the outset, so that staff can promptly identify and reduce barriers to children's participation and wellbeing.

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About this inspection

The inspector spoke with leaders, staff, children and parents 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. Registered person: RB Active Care Limited

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About this inspection

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

You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence , write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: psi@nationalarchives.gsi.gov.uk .

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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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