NGA - West Hoathly Primary SchoolOfsted report card, 25 Sept 2026

NGA - West Hoathly Primary School

Unique reference number (URN): 2849414 Address: West Hoathly C Of E Primary School, North Lane, West Hoathly, East Grinstead, RH19 4QG Type: Childcare on non-domestic premises Registered with Ofsted: 31/07/2025 Registers: EYR, CCR, VCR Registered person: Everbelle 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

Leaders work closely with school leaders to create clear, age-appropriate routines and expectations that align with the school's ethos. This consistency helps children understand what is expected and supports them to listen well and follow instructions, such as lining up calmly when getting ready to go outside.

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Behaviour, attitudes and establishing routines Strong standard

Staff are excellent role models and keep expectations consistent. For example, they remind children to take turns and wait for others when using climbing equipment. They join children in play, showing how to share resources, such as magnetic tiles, so that everyone has enough. They spark conversations and help children find shared interests. This encourages friendships across different age groups and supports collaborative play. Children respond extremely well to this approach. They play kindly together, sharing resources, taking turns and showing friendly and considerate behaviour.

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Behaviour, attitudes and establishing routines Strong standard

Staff build very warm, positive relationships. They are calm, supportive and understand children well, including those with barriers to their learning and wellbeing. They use strategies, such as gentle guidance during transitions, to support all children to follow behaviour expectations and move smoothly between activities.

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Behaviour, attitudes and establishing routines Strong standard

Attendance is promoted effectively. Leaders work well with the school and parents and carers to ensure children attend regularly and benefit fully from the activities on offer.

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Children's welfare and wellbeing Strong standard

Leaders and staff get to know children incredibly well. For example, leaders use online forms and email contact with parents, while staff have daily conversations with school staff to build a clear picture of children's needs, interests and how each day has gone. This partnership means staff can provide responsive, sensitive support, particularly for children who are new to the after-school club, or those who have barriers to their wellbeing.

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Children's welfare and wellbeing Strong standard

Staff build very warm relationships with children, helping children to feel safe, welcome and settled. They use effective strategies to support all children, including those with special educational needs and/or disabilities. For instance, staff provide quiet, calm spaces and focused time spent with children sharing their interests. This helps children feel valued and supports their emotional wellbeing.

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Children's welfare and wellbeing Strong standard

Leaders ensure that children's welfare remains a priority. They provide thoughtful support, such as extra hours and regular check ins, for children who need additional support, including those known to social services. This also helps parents and carers feel reassured and well supported.

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Children's welfare and wellbeing Strong standard

Healthy lifestyles are promoted very well with activities, such as regular outdoor exercise and a range of sports sessions. Staff provide healthy, balanced snacks and talk with children about nutritious choices, helping them develop positive habits.

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Inclusion Expected standard

Leaders and staff work closely with parents and carers, and the school to have a secure understanding of children's individual needs. For example, parents complete online forms before children start at the after-school club, and leaders email parents when needed. This helps to gain a clearer understanding of children's needs and how best to support them. When needed, leaders work well with families and school leaders to support children's education, health and care plan process.

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Inclusion Expected standard

Generally, staff understand how to work with children, parents and the school to effectively identify children's needs, put support in place and review the impact of this support for those with barriers to their learning and/or wellbeing. They use strategies, such as providing quiet areas and offering increased adult guidance during transitions. This helps all children to take part in sessions successfully and benefit from the activities.

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Inclusion Expected standard

Leaders recognise the importance of strengthening staff knowledge so that support is consistently effective. For example, they plan to introduce team training days so staff can deepen their understanding of children's needs in the after-school club and how to consistently support them well.

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Inclusion Expected standard

Staff work with the school to review children's support with daily discussions with teachers, for example. Leaders plan to strengthen monitoring systems further, such as introducing a child passport system, so staff can rigorously track children's needs and ensure support consistently reduces barriers to learning and wellbeing.

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Leadership and governance Expected standard

Leaders have clear oversight of the after-school club. For example, they communicate with staff regularly and visit every month. This gives them an accurate understanding of what is working well and where further improvement is needed. They use this knowledge to shape priorities, such as introducing a children's passport system to strengthen monitoring and ongoing targeted support for children with additional needs.

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Leadership and governance Expected standard

In general, staff expertise is supported effectively. For instance, leaders organise a thorough induction, ensuring new staff feel confident and knowledgeable in their roles. Leaders build on this with regular supervisions and coaching. This helps staff reflect on and strengthen their practice. Typically, ongoing training is relevant to the needs of the children. For example, staff have completed training to support positive behaviour. Leaders plan to organise whole team training days to deepen staff knowledge and expertise. They also recognise the need to strengthen staff understanding of special educational needs and/or disabilities and other barriers to learning and wellbeing. They are taking steps to address this through additional training and improved systems.

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Leadership and governance Expected standard

Leaders support staff wellbeing. Leaders are approachable, maintain regular contact and are mindful of workload and work life balance. Staff feel valued and well supported in their roles. Leaders work closely with families and the school before children start, gathering detailed information to understand children's needs and help them settle quickly. Parents generally feel communication is effective while their children attend the after-school 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 warmly welcomed into the after-school club by friendly staff, who greet them with smiles, invite them to play and ask about their day. Children who are new settle quickly because staff offer sensitive, responsive support. For example, they sit alongside them during activities, check in regularly and chat with them throughout the afternoon. This helps children feel safe, valued and part of the group from the moment they arrive.

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

There is a sense of belonging. Children laugh, joke and chat happily with staff about their interests, such as favourite animals or what they have been learning at school. These positive relationships help children feel confident and relaxed. Children with special educational needs and/or disabilities and those with barriers to their wellbeing, benefit from relationships with staff, who know them well and understand what helps them to engage. Strategies, such as focused activity times, 'calm down' areas and support during transitions, help children move smoothly through the afternoon and enjoy their time at the club.

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

Children enjoy a wide range of activities that suit their interests. For example, they draw, build with magnetic tiles and create imaginative structures with LEGO. Outdoors, they run around the playground, climb on the trim trail and complete movement circuits. Children can also take part in sports sessions, such as football. This helps children stay active, supporting their physical and emotional wellbeing.

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

Children play extremely well together. They chat happily, share resources and talk proudly about their creations. They show kindness, take turns and include others in their play. Children listen well to staff and follow instructions, such as lining up sensibly and walking quietly through the corridors. Their behaviour is calm, friendly and respectful, helping all children to thrive in a safe and supportive environment. Leaders work with families to help them feel welcomed and support children's ongoing attendance at the after-school club.

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Next steps

Leaders should continue to strengthen monitoring systems to ensure that children with barriers to their learning and/or wellbeing always have effective support in place.

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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.

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Address:

West Hoathly C Of E Primary School North Lane, West Hoathly East Grinstead RH19 4QG

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: 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

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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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