Seer Green Wrap Around Care

Seer Green Wrap Around Care

Unique reference number (URN): 2845205 Address: Seer Green C of E School, School Lane, Seer Green, HP9 2QJ Type: Childcare on non-domestic premises Registered with Ofsted: 08/07/2025 Registers: EYR, CCR, VCR Registered person: Little Ducklings Childcare 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 Strong standard

Children's behaviour and attitudes are exemplary. Consistent routines mean that children are independent and feel confident in their surroundings. For instance, children know they have to have breakfast before playing. They serve themselves independently from a range of healthy foods. Older children confidently use the toaster and butter their toast, modelling these skills for younger children to follow. They are developing skills to help them become independent throughout life.

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Behaviour, attitudes and establishing routines Strong standard

Staff skilfully promote positive relationships by discussing children's interests and experiences. The warm, purposeful interactions help children feel secure and ready to participate. A child-led drawing and instruction game allows mixed-age groups to practise listening, attention, and cooperation. Younger children show determination as they carry chairs independently and learn to fold tables safely at tidy-up time. Children maintain high levels of engagement across various activities, including reading, drawing, using whiteboards, and model-making.

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Behaviour, attitudes and establishing routines Strong standard

Leaders have ensured that the school's behaviour policy is followed at the club. This helps maintain consistency between the 2 settings and ensures behaviour is excellent. Staff engage all children, recognise when individuals need space, and provide one-to-one support when necessary. As a result, children are calm, considerate, and well-supported to participate successfully. Leaders promote regular attendance by promptly contacting parents when a child does not arrive, enabling them to identify the reason for the absence and check on the child's welfare. This information is then shared with the school.

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Children's welfare and wellbeing Strong standard

Staff effectively promote safer eating while also supporting children's independence. For example, children confidently wait their turn, make toast, butter bread, and pour drinks. Allergies are clearly identified, and there are thorough procedures to help children manage them. For instance, red plates are used for children with allergies, while yellow plates are for children with dietary intolerances. This helps children understand their own needs and those of others, allowing them to start looking after themselves. Calm, sociable mealtimes and warm conversations help children feel secure.

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Children's welfare and wellbeing Strong standard

Discussions about food and drink choices support children's understanding of healthy lifestyles. Continuity of staffing strengthens relationships and enables staff to know their key children's needs well. Staff adapt their support so that children can remain independent, including helping those with barriers to welfare and wellbeing. Emotional support from staff helps children settle quickly and participate alongside others.

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Children's welfare and wellbeing Strong standard

Children play together collaboratively and are exceptionally kind and caring. Staff praise good behaviour and consistently model good manners. Children listen to each other and resolve problems among themselves, without adult intervention.

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Inclusion Expected standard

Leaders and staff know the children well and can identify those who may need extra help. They plan activities and resources based on the children's interests, which helps them feel welcome and settle in quickly. Staff make thoughtful adjustments, such as providing quieter spaces or changing routines. They are warm and caring, building trusting relationships with the children in their care. Staff talk to children about the children's feelings and give them time to talk and express themselves. This helps them to feel emotionally secure.

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Inclusion Expected standard

Leaders work closely with the school to share relevant information and ensure that children's individual needs are understood and supported. This ensures children receive consistent support. Leaders ensure that staff have the knowledge and skills to support the needs of all children. Staff prepare thoughtfully for children who speak English as an additional language. They provide appropriate books, posters to identify fruit in different languages, and celebrate a range of cultures. This helps children feel represented, included and confident to participate.

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Inclusion Expected standard

Staff work closely with parents to understand each child's individual needs, preferences and routines. Before children start at the club, parents complete a detailed registration and 'All about me' form, which provides staff with important information to help them plan appropriate support and make any necessary adaptations in advance.

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Leadership and governance Expected standard

The creation of the breakfast club responds to an identified community need. Leaders worked with the local authority to establish the provision. They work closely with the school to promote consistency in behaviour, attendance and wellbeing. Parents speak positively about the club, with one describing it as a 'lifesaver'. However, the brief drop-off period provides limited opportunities for leaders to engage with parents and gather their views. Leaders should continue to develop a clear vision for the breakfast club, working with parents and the school community to identify opportunities to strengthen the provision and ensure it continues to meet children's needs.

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Leadership and governance Expected standard

Leaders maintain regular oversight of practice through frequent observations and monitoring. Staff feel able to ask questions and value the patient and supportive responses they receive, which strengthens their confidence and practice. Staff report that leaders listen and respond effectively to concerns. For instance, by providing additional toys and resources when needed. This helps staff meet children's individual needs more consistently. Leaders also include wellbeing checks during staff supervision. This provides regular opportunities to identify concerns and offer appropriate support.

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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 settled, calm, and highly engaged during this hour-long breakfast club. They consistently show good behaviour and beautiful manners. They chat with staff who know them well. Staff interact warmly with the children, discussing their interests and weekend experiences. This helps children feel comfortable and safe. Children enjoy individual support to help them participate. Overall, children enjoy a very positive start to their school day.

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

Children follow established routines. They develop independence and confidence as they serve themselves, make toast, butter it, and pour their own drinks. They wait patiently for

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Address:

Seer Green C of E School School Lane their turn and show very good manners while eating. Staff help children understand the benefits of healthy eating. Staff enable all children, including those facing barriers to their wellbeing, to complete tasks independently.

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Address:

Children have access to a variety of toys, books, and resources that reflect their interests and support their creativity and independence. They especially enjoy drawing, with most choosing to participate in art activities after breakfast. Children create detailed observational still-life drawings of fruit. Younger children confidently name the fruit and discuss which of them is their favourite. Through imaginative games, children develop their thinking and communication skills, such as giving a staff member instructions to recreate their hidden drawings. Staff provide time, encouragement, and well-supported play. This enables children to think for themselves, make choices, and develop self-regulation skills. Staff celebrate children's diverse backgrounds and are aware of their home languages. For instance, on the art table, a sheet displays the names of fruit in different languages. This helps promote

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Address:

children's cultural identities and a sense of belonging.

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Next steps

Leaders should continue to develop a clear vision for the breakfast club, working with parents and the school community to identify opportunities to strengthen the provision and ensure it continues to meet children's needs.

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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. Seer Green HP9 2QJ Type: Childcare on non-domestic premises

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About this inspection

Registered person: Little Ducklings Childcare Limited

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About this inspection

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

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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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