Quackers Out of School ClubOfsted report card, 23 Sept 2026

Quackers Out of School Club

Unique reference number (URN): 2746946 Address: Claytons Primary School, Wendover Road, Bourne End, SL8 5NS Type: Childcare on non-domestic premises Registered with Ofsted: 04/08/2023 Registers: EYR, CCR, VCR Registered person: Quackers Day Nursery 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 and staff have created a calm, inclusive environment where children are happy and settled. Staff are good role models and children behave well. Children are given choices as to what they would like to do. For example, children have a choice of using the large playground or the smaller outdoor area. Staff organise a number of spaces for children to use to meet their needs. Children show that they know and understand the routine as they wash their hands and self-serve their snack. This is a very sociable time and children chatter happily while they eat.

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Behaviour, attitudes and establishing routines Expected standard

When planning, staff effectively use the information they have on children to plan to meet their likes and interests. This includes for children with special educational needs and/or disabilities. As a result, children engage well in activities of their choosing. Children play well together and support each other in their play. Older children support younger children when they struggle. For example, when making bracelets, older children show and help the younger children to do this. Children work together to decide on group games and with support from staff do this effectively.

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Children's welfare and wellbeing Expected standard

Staff have lovely relationships with the children who they know well. Children approach staff if they need comfort or support. Younger children have an assigned key person to ensure their needs are known and met well. Children understand hygiene routines and when they need to wash their hands. For example, when helping to prepare food and when having snack. During snack time children enhance their independence skills. A designated helper skilfully helps staff prepare food by cutting fruit. Children line up to self-serve the food of their choosing. Staff ensure that children's dietary needs are understood and met. Overall, staff deployment is effective. However, there are times when this is less effective and staff do not communicate when they are moving away from an area. Although children are still supervised this could be strengthened further.

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Children's welfare and wellbeing Expected standard

Information shared between staff, the school and parents ensure that strategies used to support children are consistent and children's wellbeing needs are met. In addition, a new quiet area has been developed which children can use if they need some space away from other children to regulate their emotions. Children have ample time outdoors where they play with a range of equipment and resources. Children happily discuss with their friends what they will do and the role each will take.

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Inclusion Expected standard

Staff create an inclusive environment where all children feel valued and listened to. Leaders and staff identify children's individual needs quickly. Effective communication between staff and parents ensures that shared strategies are used to support children and help them settle. This includes for children with special educational needs and/or disabilities and children with medical and allergy needs. Support plans are reviewed and used by staff to ensure they understand and are meeting all children's needs. Staff plan around children's likes and interests to support their engagement and feelings of security. This supports children to settle and engage in activities. In addition, staff recognise that some children need quieter activities after a busy day at school. A new area provides older children with additional resources and games to suit their age and a space to sit quietly with their friends

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Inclusion Expected standard

Leaders and staff recognise other barriers to children's participation, for example, children who are shy or new to the club. They offer additional support to help build children's confidence. Staff communicate well with the school and other agencies to further enhance the care they provide. This ensures they recognise, understand and meet children's individual needs well.

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Leadership and governance Expected standard

Since the last inspection, leaders and managers have reviewed training for staff. As a result, staff have completed additional training such as safeguarding and behaviour management. This has enabled staff to be more confident in the procedures to follow when they have concerns about an adult or a child and how they can ensure appropriate action is taken. Staff report that they are happy and feel supported. Regular one to one meetings provide the opportunity for them to speak about their wellbeing and their evaluation of the club, including any improvements they feel would benefit the children.

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Leadership and governance Expected standard

Parents report that their children enjoy coming and their needs are met well. Effective oversight by the leadership team has ensured that the transition to the new area has been smooth and meets the needs of children and staff. Staff engage with the school staff and parents to ensure there is effective communication so children's care needs are met. This includes for children with special educational needs and/or disabilities. Staff work closely with the school to share information to further support children while they are at the club. This sharing of information ensures that strategies used to support children are consistent.

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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

The leadership team has implemented effective changes since the previous inspection. Staff have had additional safeguarding training to ensure they fully understand their roles and responsibilities to safeguard the children in their care. New systems ensure that any gaps in staff knowledge are identified and acted on swiftly.

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

Since the previous inspection, the club has moved to a new designated area within the school. This provides consistency for children and a wider range of activities. The new quiet area provides children with space should they need to regulate their emotions. In addition, this area can be used for older children to use a range of activities to meet their needs. As a result, staff have created a welcoming area that children are confident to explore. Children are greeted by friendly staff and settle quickly, choosing from resources and activities that interest and engage them. This includes children with special educational needs and/or disabilities.

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

Staff know the children well and recognise when they may need some additional support. For example, staff recognise that less confident children may need support to join in with group activities. Children's voices are listened to and they make suggestions to what they would like to do. Children have ample time outdoors where a wide range of activities provides them with plenty of choices, including physical play or quieter activities, such as making bracelets.

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

Children talk confidently about what they enjoy at the club and older children support younger children, helping them with tasks when they are unsure what to do. Children build lovely friendships with children of other ages and work well together when deciding what

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Address:

Claytons Primary School Wendover Road Bourne End SL8 5NS

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Address:

Type: Childcare on non-domestic premises

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Address:

Registered person: Quackers Day Nursery Limited

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 09:00,Monday,Tuesday,Wednesday,Thursday,Friday : 03:15 - 18:00 games to play. Staff provide plenty of opportunities for children to socialise and build on their independence for example, at snack time.

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Next steps

Leaders should further strengthen staff practice to ensure children are supervised effectively at all times.

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About this inspection

The inspector spoke with leaders, staff 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. Local authority: Buckinghamshire

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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. 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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