Park Hill After School ClubOfsted report card, 17 Sept 2026

Park Hill After School Club

Unique reference number (URN): 2849573 Address: Tidcombe Primary School, Marina Way, Tiverton, EX16 4BP Type: Childcare on non-domestic premises Registered with Ofsted: 11/07/2025 Registers: EYR, CCR, VCR Registered person: Park Hill Nursery Limited

p.1

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.

p.1

How we evaluate safeguarding

When we inspect settings for safeguarding, they can have the following outcomes:

p.1

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.

p.1

Behaviour, attitudes and establishing routines Expected standard

Children settle quickly at club and clearly enjoy attending. As staff register children, they revise expectations for behaviour and respectful relationships. For example, staff remind older children to include younger ones in their play if they wish to join them. This supports a positive culture to grow. Children typically play together well, showing kindness and patience as they wait for their turn in games or to select a ceramic to paint. When children require assistance, such as when wanting different colours for painting, they confidently seek support from staff to have their needs met.

p.2

Behaviour, attitudes and establishing routines Expected standard

Staff are positive role models for children. They model and promote manners and interact with each other with consideration and respect. Children typically follow their example. Leaders have established a simple booking system for parents so that sessions can be booked swiftly, and staff can check daily attendance with ease to ensure that they provide snacks and play equipment that match the ages, stages and number of children booked to attend.

p.2

Children's welfare and wellbeing Expected standard

Children's welfare and wellbeing are typically well supported. Leaders understand children's needs and families' circumstances, and they build partnerships with parents, carers and the school that help children develop a sense of belonging. Staff are inclusive and ensure that all children, including those with special educational needs and/or disabilities, those known to social care and disadvantaged children, feel valued, supported and included at the club. Children experience routines that help them feel immediately comfortable at the club. For example, staff greet children warmly and show real interest in chatting with them, and children know to place their belongings down in a set space and then sit with friends for snack.

p.2

Children's welfare and wellbeing Expected standard

Staff promote healthy habits. For example, children learn the importance of staying hydrated as they are encouraged to drink from their water bottles regularly. Children enjoy the nutritious snacks and a light tea, and these keep them fuelled so that they can engage in positive play experiences. Staff do engage in conversation as children eat and they maintain effective supervision, however they do not best promote social eating experiences, as they stand above children as they eat.

p.2

Inclusion Expected standard

Leaders liaise with parents and school staff to build an understanding of children's needs before they start attending the club. Children with special educational needs and/or disabilities, children known to social care and disadvantaged children receive targeted interactions that support them to enjoy playing alongside their friends. Children who benefit from a nurturing, gentle approach receive this, and this helps their time at club to be happy and successful. Staff provide children with lots of opportunities to be physically active. However, they do not consistently recognise when children's play behaviours change and adapt activities accordingly to meet children's changing needs.

p.2

Inclusion Expected standard

Leaders' communication with staff is regular and effective in promoting a shared understanding of the children attending. Staff meetings and discussions each day prior to the club starting help staff to know the children attending and meet their needs. In general, children's confidence, curiosity and wellbeing are supported well and all children experience a positive play experience at the club.

p.3

Leadership and governance Expected standard

Leaders typically liaise well with both school staff and staff working at their setting to build consistency in care and effectively communicate important messages to keep children settled and well cared for. Leaders are reflective and know the setting's strengths and areas for development.

p.3

Leadership and governance Expected standard

Leaders support staff to build their confidence and expertise. Staff receive targeted professional development opportunities that reflect both children's needs and staff development goals. For example, staff are supported to develop their interest and expertise in areas such as supporting children with special educational needs and/or disabilities or with barriers to learning. Staff demonstrate a clear understanding of their responsibilities and feel confident in providing children with a rich range of engaging play experiences. However, they are not always swift enough to adapt activities in light of children's changing behaviours and needs.

p.3

Leadership and governance Expected standard

Partnerships with parents and carers and the community are a strength. Leaders work closely with the on-site school to ensure children receive support and interactions to help them thrive.

p.3

Compulsory Childcare Register requirements

This setting has met the requirements of the compulsory part of the Childcare Register.

p.3

Register

When we check if settings meet the Compulsory Childcare Register requirements, they can have the following outcomes:

p.3

Voluntary Childcare Register requirements

This setting has met the requirements of the voluntary part of Childcare Register.

p.4

Register

When we check if settings meet the Voluntary Childcare Register requirements, they can have the following outcomes:

p.4

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

Children enjoy attending. They arrive happily and settle swiftly, supported by staff who greet them with warmth and interest. Children eagerly chat with staff about their school day. Children choose from a range of activities that promote their interests. They confidently play alongside their friends and share and take turns well, with minimal support needed. There is a sense of belonging, and as children play, they enjoy speaking with staff about sports clubs they attend at the weekends. Children play happily both independently and with friends, and staff join them as they play, encouraging them and building their curiosity and creativity. Staff interact frequently with all children and ensure they feel valued and included. Children gather with staff at the start of each session for registration and to understand the day's routines. This soft start, where children enjoy a light snack, helps to revive children after

p.4

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

their busy days. Staff help all children, including those with special educational needs and/or disabilities, children known to social care and disadvantaged children, to thrive throughout the session.

p.4

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

Children concentrate during creative activities, such as when building a marble run, painting ceramic insects and playing tabletop finger football. These activities provide children with opportunities to play calmly with friends and build on the trusting, respectful relationships they have. Children enjoy physical play as they climb on outdoor play equipment, play with balls, skip with friends and enjoy strolling around the field with their friends.

p.4

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

Attendance is monitored well, ensuring that children's welfare is prioritised. Staff collect children from their classrooms at the end of the school day, and this builds continuity in care as well as a shared understanding of the children's school day and any messages that need to be shared with parents when they are collected.

p.4

Address:

Tidcombe Primary School Marina Way Tiverton EX16 4BP

p.5

Address:

Type: Childcare on non-domestic premises

p.5

Address:

Registered person: Park Hill Nursery Limited

p.5

Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 15:30 - 18:00

p.5

Next steps

Leaders should respond to children's changing play behaviours and recognise when children would benefit from engaging in outside physical play. Leaders should further consider staff placement during mealtimes to extend children's opportunities to enjoy a sociable eating experience.

p.5

About this inspection

The inspector spoke with leaders, staff, parents and children during the inspection.

p.5

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.

p.5

Facts and figures used on inspection

This data was available to the inspector at the time of the inspection.

p.6

Exceptional

Practice is exceptional: of the highest standard nationally. Other settings can learn from it.

p.6

Strong standard

The setting reaches a strong standard. Leaders are working above the standard expected of them.

p.6

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.

p.6

Needs attention

The expected standards are not met but leaders are likely able to make the necessary improvements.

p.6

Urgent improvement

The setting needs to make urgent improvements to provide the expected standard of education and/or care. services providing education and skills for children and learners of all ages, and inspects and regulates services that care for children and young people.

p.6

Urgent improvement

If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email enquiries@ofsted.gov.uk .

p.7

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 .

p.7

Urgent improvement

Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn .

p.7

Urgent improvement

T: 0300 123 1231 Textphone: 0161 618 8524 E: enquiries@ofsted.gov.uk W: www.gov.uk/ofsted

p.7