KeyTime After School Holiday Care and Breakfast CareOfsted report card, 18 Sept 2026

Care

Unique reference number (URN): EY562120 Address: Covingham Park Primary School, The Harriers, Swindon, Wiltshire, SN3 5BD Type: Childcare on non-domestic premises Registered with Ofsted: 31/08/2018 Registers: EYR, CCR, VCR Registered person: Ladwa, Kamla

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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

Children behave well, and routines support their emotional security. Staff use positive behaviour management strategies, including praise, encouragement and gentle reminders. Children respond positively to staff prompts, demonstrating an awareness of expectations.

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Behaviour, attitudes and establishing routines Expected standard

Children engage confidently in shared play, initiating imaginative games such as cooking in the toy kitchen, acting as veterinarians or rolling cars down planks. Staff follow children's interests, joining in when invited and supporting cooperative play. Routines such as lining up for outdoor play, washing hands before snack and transitioning between activities are well established and understood by children. These routines help children feel secure and comfortable.

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Behaviour, attitudes and establishing routines Expected standard

Staff provide one-to-one support for children who are new or need additional reassurance. They help children make friends, share resources and develop social skills. Parents report that children who were initially hesitant are now confident and expressive.

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Behaviour, attitudes and establishing routines Expected standard

Staff model respectful interactions, although the occasional use of informal language shows minor inconsistency in maintaining a fully professional tone.

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Behaviour, attitudes and establishing routines Expected standard

Outdoors, children demonstrate positive attitudes through football, hide and seek and imaginative play. Overall, behaviour is positive, relationships are warm and routines are embedded.

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Children's welfare and wellbeing Expected standard

Leaders have established clear policies and everyday practices that support children's safety, comfort and emotional security, and these are generally well understood and implemented by staff and parents. The environment is welcoming and calm, enabling children to enjoy play, social interaction and a wide range of activities. Regular access to outdoor learning supports healthy living, giving children opportunities to be active, explore and build confidence. Indoors, staff provide experiences that promote coordination, fine motor skills development and sustained focus.

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Children's welfare and wellbeing Expected standard

Staff follow appropriate hygiene routines that ensure children's personal needs are met sensitively and consistently. They use everyday moments to help children understand the importance of making healthy choices about food, rest, exercise and screen time. Staff model balanced decisions and use simple, age-appropriate conversations to help children recognise how these choices contribute to their overall wellbeing.

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Children's welfare and wellbeing Expected standard

Mealtimes and snacks are well organised and promote a healthy diet. Staff supervise closely and ensure that dietary requirements are understood and respected. Leaders acknowledge that further opportunities exist to extend children's independence during mealtimes, particularly through supporting them to serve their own food or prepare simple items safely.

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Inclusion Expected standard

Leaders work closely with the school to understand children's individual needs, daily routines and any emerging concerns. Information is shared effectively, ensuring continuity of care and a consistent approach to supporting children. Staff demonstrate an awareness of how children's varied experiences, personalities and emotional needs may influence their engagement.

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Inclusion Expected standard

Staff recognise the importance of removing barriers to participation and demonstrate a commitment to continually developing their knowledge and professional skills, ensuring that all children benefit from equal opportunities. They adapt provision, offer one-to-one support when needed and encourage positive relationships to ensure that every child feels represented, valued and able to participate fully.

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Inclusion Expected standard

Parents consistently describe the setting as welcoming, responsive and supportive. They report that staff listen carefully and act promptly when needed. Families choose to return to the provision because of the positive relationships and inclusive culture.

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Inclusion Expected standard

Children engage positively with one another, share resources and participate in imaginative and cooperative play, reflecting an environment where acceptance and mutual respect are embedded. Staff help children settle by offering reassurance, providing engaging activities, modelling sharing and caring, and maintaining open communication with parents. Overall, inclusion is promoted through daily practice, interactions and partnership working.

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Leadership and governance Expected standard

Leaders maintain open and transparent communication with staff, parents and the school, ensuring consistent information-sharing and continuity of care. They establish clear expectations for practice and create a culture where staff feel confident to raise concerns, share observations and reflect on children's needs. Regular opportunities for discussion, including daily check-ins and planned supervision, support reflective practice and help maintain a consistent approach across the setting. Leaders demonstrate appropriate oversight of staff conduct, offering guidance and feedback to ensure that interactions remain professional and aligned with safeguarding expectations.

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Leadership and governance Expected standard

Safer recruitment procedures are applied consistently. New staff are supported through inductions and monitored to ensure that they understand policies and procedures.

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Leadership and governance Expected standard

Leaders have systems in place to monitor children's attendance. Booking information is reviewed, registers are maintained accurately and patterns of absence are followed up with parents to ensure children's welfare and continuity of care.

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Leadership and governance Expected standard

Leaders respond appropriately to concerns and follow statutory processes when required, demonstrating an understanding of accountability and their responsibilities. They show commitment to ongoing development by keeping up to date with legislative changes and seeking relevant training opportunities. This includes engaging with external partners and requesting involvement in special educational needs and/or disabilities training to strengthen staff knowledge and confidence.

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Leadership and governance Expected standard

Parents describe the setting as approachable and well led, noting that communication is clear and concerns are addressed promptly. Staff report an open culture where their views are valued and professional development is encouraged.

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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 experience a warm, welcoming and engaging environment where they feel safe, valued and able to express themselves freely. From the moment they arrive, staff greet them positively, helping them settle into the session and choose activities that interest them. Children access a variety of resources throughout the hall, enabling them to explore, experiment and initiate imaginative play. They confidently move between activities, choosing whether to join group play, engage in role-play scenarios or focus on quieter, individual tasks. This freedom supports their developing independence and allows them to follow their own ideas.

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

Children interact positively with peers and staff, forming friendships and engaging in shared play that strengthens their social skills. They demonstrate curiosity and enjoyment indoors and outdoors. Staff respond sensitively to children's cues, offering reassurance, praise and gentle guidance. When children need additional support, staff provide one-to-one interaction to help them feel secure and confident.

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

Routines such as lining up for outdoor play, washing hands before snack and transitioning between activities help children feel emotionally safe and well supported. Snack time provides opportunities for conversation, choice and developing independence. Children show pride in their achievements, sharing their creations with staff and receiving warm, encouraging responses.

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

Overall, children experience a nurturing environment where they are listened to, included and supported to participate fully. They leave the session feeling happy, confident and secure.

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Address:

Covingham Park Primary School The Harriers Swindon Wiltshire SN3 5BD

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Address:

Type: Childcare on non-domestic premises

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Address:

Operating hours: Monday,Tuesday,Wednesday,Thursday : 15:00 - 17:45,Monday,Tuesday,Wednesday,Thursday,Friday : 07:30 - 08:45,Friday : 14:00 - 17:45

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Next steps

Leaders should review opportunities throughout daily routines to support children's developing independence and self-help skills, ensuring that expectations are appropriate for children's ages and stages of development. Leaders should ensure staff are consistently positive role models during interactions with children, supporting a positive learning environment.

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About this inspection

The inspector spoke with leaders, staff, parents and children 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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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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